Gotowe bibliografie tematyczne / Pre-service teacher education

Gotowa bibliografia na temat „Pre-service teacher education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Pre-service teacher education"

1

ÜLGÜ, Serkan, i Mustafa ER. "PRE-SERVICE LANGUAGE TEACHER EDUCATION IN TURKEY". SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, nr 2 (24.06.2016): 681–88. http://dx.doi.org/10.19062/2247-3173.2016.18.2.28.

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Goff-Kfouri, Carol Ann. "Pre-service Teachers and Teacher Education". Procedia - Social and Behavioral Sciences 93 (październik 2013): 1786–90. http://dx.doi.org/10.1016/j.sbspro.2013.10.117.

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Atisabda, Wasant, i Sudarat Atisabda. "Pre-Service Teacher Education in Knowledge-Based Society". International Journal of Information and Education Technology 5, nr 6 (2015): 456–59. http://dx.doi.org/10.7763/ijiet.2015.v5.549.

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OZUDOGRU, Melike. "The Factors Predicting Pre-Service Teachers’ Achievement in Teacher Training Classrooms". Eurasian Journal of Educational Research 20, nr 87 (30.05.2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.8.

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Kennelly, Julie, Neil Taylor, Tom Maxwell i Pep Serow. "Education for Sustainability and Pre-Service Teacher Education". Australian Journal of Environmental Education 28, nr 1 (lipiec 2012): 57–58. http://dx.doi.org/10.1017/aee.2012.9.

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AbstractAspects of environment are common topics in Australian primary schools. However Education for Sustainability (EfS), where students actively investigate the underlying causes of unsustainable practices and actively plan for and instigate change, is less well understood and less commonly practised. It cannot be assumed that pre-service teachers have the knowledge, skills and desire to incorporate EfS, as advocated in Australian policies, into their repertoires of practice, or, that they will acquire those skills as they gain teaching experience. Therefore for EfS to become an integral component of the primary school experience, carefully planned rather than ad hoc preparation for EfS is necessary in pre-service teacher education.This essentially qualitative study describes how a one-semester, final year pre-service primary teacher unit in EfS was shaped, and reports on how a cohort of pre-service teachers responded, particularly in terms of how well prepared they felt to engage with EfS in future teaching. Although motivation and confidence to engage with EfS varied across the cohort, pre-service teacher education appeared to make a positive contribution to both. In a longitudinal design, five teachers who had participated in the EfS unit became the focus of individual case studies early in their teaching careers. Each case study investigated ways in which the beginning teacher engaged with EfS, linking teaching decisions to pre-service teacher education. The constructivist approach adopted by the tutors was particularly valued by the early career teachers. They appreciated various modes of experiential learning including engagement with the kinds of teaching strategies advocated in EfS and a strong orientation to the curriculum requirements of primary school.However, the extent to which each early career teacher implemented EfS was tempered not only by personal skill and motivation, but also by work situations which did not necessarily support EfS endeavours. While pre-service teacher education has a vital role in the promulgation of EfS in schools, and this study shows that it can be effective in advancing the desires of beginning teachers to do something for the environment, there are broad implications for the institutions that so heavily impact on the capacity of school systems and university systems to act in EfS.
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Mason, Kevin O. "Teacher involvement in pre-service teacher education". Teachers and Teaching 19, nr 5 (październik 2013): 559–74. http://dx.doi.org/10.1080/13540602.2013.827366.

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Bayyurt, Yasemin, i Şebnem Yalçın. "Intercultural citizenship and pre-service teacher education". Journal of English as a Lingua Franca 11, nr 1 (1.03.2022): 105–15. http://dx.doi.org/10.1515/jelf-2022-2072.

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Abstract This article explores the concept of intercultural citizenship and the significance of involving culturally sensitive issues in English language teaching and teacher education curriculum to train future global citizens. Before exploring ways to implement intercultural citizenship education from K-12 to university level, it is necessary to emphasize the need to integrate “intercultural citizenship education” into teacher education programs. In other words, English language teachers should become intercultural citizens themselves so that they can help their students to become intercultural citizens. In this paper, we emphasize the importance of training interculturally sensitive future teachers of English. In this respect, we report the findings of studies on intercultural telecollaboration projects involving cultural exchange between students in pre-/in-service teacher education programs in Turkey and abroad. We also suggest ways of increasing these intercultural citizenship courses and modules in training teachers to gain intercultural communicative competence and intercultural citizenship skills.
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Naeem, Mehek, Fariha Gul, Zaheer Asghar i Naeem Zafar. "Human Rights Education in Pre-Service Teacher Education – Pakistan". UMT Education Review 02, nr 01 (maj 2019): 39–61. http://dx.doi.org/10.32350/uer.21.03.

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As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.
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Brzosko-Barratt, Katarzyna. "Designing a pre-service CLIL teacher education program". Kwartalnik Pedagogiczny 64, nr 3 (253) (25.10.2019): 173–93. http://dx.doi.org/10.5604/01.3001.0013.5541.

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This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.
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Mebratu, Belete, i Kelly Ahuna. "Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment". Cultural and Pedagogical Inquiry 11, nr 2 (16.09.2019): 44–52. http://dx.doi.org/10.18733/cpi29483.

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The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.
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Rozprawy doktorskie na temat "Pre-service teacher education"

1

Abdullah, Amal. "Examining Pre-Service Teachers' Understanding of Multicultural Education". University of Toledo / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1279222553.

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Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3632872.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups—including students—will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.

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Nedkova, Marietta. "Evaluation of pre-service teacher education programmes". Thesis, Heriot-Watt University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338116.

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Semiz, Kivanc. "Pre-service Physical Education Teachers". Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613439/index.pdf.

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The purposes of this study were (1) to identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) to examine the relationships among &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
and &ldquo
ITOE&rdquo
, and (3) to examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
scores. Seven hundred sixty pre-service physical education teachers from 14 randomly selected universities representing seven geographical regions in Turkey participated in the study. Data were collected by validated versions of &ldquo
TPACK&rdquo
, &ldquo
TISE&rdquo
, and &ldquo
ITOE&rdquo
surveys. Descriptive Analysis, Canonical Correlation Analysis, MANOVA, Independent t Test, and Qualitative Content Analysis were used for data analysis. Findings indicated that TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at good level. University instructors were not good role models in technology integration for the pre-service teachers in general. According to the pre-service teachers&rsquo
report, integration of physical education and sport related emerging technologies were almost did not exist in the teaching practices of university setting.TPACK, TISE, and ITOE were moderately related with each other (p<
0.05). Preservice teachers&rsquo
self perceptions on TPACK, TISE, and ITOE were positively influenced by their perception of university instructors&rsquo
technology integration into teaching in university courses (p<
0.05). Based on the findings, it is recommended to provide professional development programs for the teacher education program instructors in technology integration, in teaching and in emerging physical education and sport related technologies. In addition, using technology integrated teaching models by both university instructors and pre-service teachers should be encouraged.
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Grych, Diane Smith. "The Role of In-Service Teachers in Pre-service Teacher Preparation for Multicultural Education". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1146.

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The U.S. population is rapidly diversifying, with the expectation that culturally diverse groups---including students---will outnumber European Americans by the year 2050. In contrast, public school teachers are expected to remain largely middle class, female, and Caucasian. Most multicultural education research has focused on cultural diversity in urban education settings. However, a gap in the literature has existed regarding student diversity and teachers' culturally responsive teaching in predominantly rural areas. In this study, Appalachian elementary school teachers shared their perspectives and experiences on effective multicultural teaching. An important gap has been bridged by using a 3-part theoretical framework, based on critical reflection, scaffolding, and perspective taking, related to the main research questions regarding (a) the qualities and experiences that in-service public school teachers possess that allow them to effectively teach students from a variety of backgrounds, and (b) what in-service teachers suggest for improving teacher preparation to meet the challenges of cultural diversity in schools. A qualitative, phenomenological approach anchored in a constructivist paradigm was used to gather voice data via a digital voice recorder from 8 participants. Semi structured, open-ended interviews were conducted to collect the data, followed by transcription and analysis. Data analysis resulted in the discovery of 5 themes related to the research questions and revealed mapping onto the conceptual framework. Social change implications can result in improved teacher education programs in rural areas and can enhance collaboration with professional development schools to improve pre-service teacher preparation for teaching diverse students.
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Naylor, Dawn. "Learning to teach: What pre-service teachers report". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1626.

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With universities and schools of education receiving recurring criticism for being ineffective in preparing graduates for school teaching, this study sought to understand the phenomenon of learning to teach in order to investigate universal questions about who was learning to teach and what, where, when and how did they learn to teach during their initial learning to teach experiences at university. The topic was approached by listening to the voices and stories of those who ought to know the most about the phenomenon: the pre-service teachers. A multiple case study analysis was conducted with seven pre-service teachers, enrolled in their final year of study towards a Bachelor of Education course in an Australian regional campus. The pre-service teachers volunteered to participate in three semi-structured interviews, in which they reflected on their personal, contextual and professional aspects of the experience of learning to teach. They were encouraged to provide any artefacts or documentation about their experiences. The significance of my study—and therefore its contribution to theory—is the proposition that pre-service teachers’ approaches to learning to teach are pivotal to what they will take from their teacher education experiences, and therefore their vision of teaching and how that might be enacted. The extent to which the personal, contextual and professional aspects are integrated and utilised by the pre-service teacher assert particular orientations to learning to teach. My study proposed three orientations to learning to teach. The influences of the personal aspects were found in all three orientations, but in the first orientation, the personal aspects were the single most influential impact on learning to teach. This orientation was described as a pragmatic orientation because the pre-service teacher relied on their previous experiences and observations of teachers and teaching, an established view of teaching that did not change and they were confident about their ability to teach. In the second orientation, the personal aspects combined with some of the professional or the contextual aspects, and it was described as a transitional orientation. In the transitional orientation the pre-service teachers recognised they must engage with the knowledge and skills for teaching in order to review and refine their understanding about teaching and teaching methods. The final orientation utilised and activated all three aspects (personal, contextual and professional) and it was described as having an integrated orientation. In this approach, pre-service teachers actively constructed and made new and more complex meanings about teaching and teacher’s work. While the orientations found in my study were specific about the diversity of pre-service teachers entering a regional teacher education programme, they do offer teacher educators some insight into the complex, dynamic and idiosyncratic nature of learning to teach and make recommendations to attempt to address the pre-service teachers’ learning needs.
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Zhen, Shuyi. "Learning in a pre-service teacher residency program". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1749.

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Teacher educators worldwide are seeking ways to develop stronger links with schools, to improve the quality of initial teacher preparation. In this study the researcher investigated a residency approach to initial teacher education (ITE) in a one-year Graduate Diploma of Education course designed to prepare primary school teachers at a university in Western Australia. A mixed methods inquiry approach was employed to examine the nature and quality of the professional learning experiences of the pre-service teacher participants. The Teacher Residency Program (TRP) was based on a medical residency model, with residents given a semester-length placement in two schools. Each placement provided a continuous two-day per week placement and concluded with a five-week fulltime block teaching experience. University course work complemented the in-school practical experience during each of the placement periods. The researcher used concurrent nested research design with quantitative data embedded in the qualitative data to explore the professional learning of the residents; Specifically, the researcher sought evidence of perspective transformation in the residents’ learning process, and a determination of how particular elements of the TRP supported or hindered residents’ professional development. The findings indicate that the residents perceived their professional learning as one of continuous growth. The data confirm that the TRP provided a professionally oriented study of teaching that provided time and opportunity for cumulative learning from both course work and practical teaching. Through the lens of a transformative learning paradigm, the study found that individual development in the TRP varies considerably. Further the residents experienced perspective transformation relating to a range of aspects about learning to teach. The process of transforming perspectives about teaching and learning was multidimensional, individualistic and contextually dependent. Elements of the TRP that assisted residents’ professional development were the concurrent university course work integrated with extended clinical school placement; the opportunities for continuous two-day per week school placement; the block practicum and the two different school placement learning experiences. Aspects that appeared to hinder residents’ professional development were related to the quantity and quality of the university course work offered; the discrepancies that the residents experienced between what they studied about teaching and what they experienced in schools; differences between mentor teachers, and the length of the course. The findings of this study have implications relevant to other ITE programs for improving the learning outcomes of pre-service teachers.
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Cullen, Dianne Margaret. "Pre-service teacher education in the postmodern state". Thesis, Australian Catholic University, 2012. https://acuresearchbank.acu.edu.au/download/e19a98eeb208ac5f5fe587ed662980ec21ec1168718dc0921dcbd28a03eb2017/2379355/Cullen_2012_Pre_service_teacher_education_in_the_postmodern.pdf.

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Over the past thirty years more than one hundred teaching and teacher education inquiries have been published in Australia. Despite each of these documents having made recommendations for reform it has been claimed that change has been limited. Moreover, teacher educators have been criticised for lacking the ability to change. The author of this study challenged this assertion and sought to investigate its accuracy. To explore the claim of minimal change the researcher framed the study design around pre-service teacher education reforms. The following three questions underpinned the investigation. 1) What recommendations were made? 2) What recommendations were implemented? 3) Why were some recommendations implemented and others not? Combining document and life history research offered the researcher an innovative and novel approach to identify barriers to change in teacher education. The findings of this study address the claim that change to pre-service education has been limited and adds to the existing body of literature centred on policy formation and implementation in teacher education.
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Campbell, Sally Ann. "Ariadne's thread: Pre-service teachers, stories and identities in teacher education". Diss., Connect to online resource, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178328.

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Unal, Nilufer. "Pre-service Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609963/index.pdf.

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The purpose of this study is to examine Tukish pre-service teachers perceptions about global versus local environmental issues and determine gender and major effect on their perceptions of global and local environmental issues. The information will be collected from Elementary Education pre-service teachers from Middle East Technical University. Their concerns and attitudes toward 9 global and 5 local environmental issues will be measured by using a survey questionnaire. The questionnaire has been adopted from the one originally used by Duan and Fortner (2005). The local issues were selected according to report about the major environmental problems declared by the Ministry of Environment and Foresty of Turkey and the global issues were kept same as the original questionnaire. The results of the study were analysed by means of descriptive and inferential statistics. The results revealed that elementary education pre-service teachers mostly gave more importance to global environmental issues
females had higher attitudes and concerns about environmental issues than males and Early Childhood Education students have higher attitudes and concerns for environmental issues than students from departments of Elementary Science Education and Elementary Mathematics Education. In the stage of preparing environmental education courses as a must course for the faculty of education students in Turkey, the outcome of the study is expected to propose an insight for environmental education for the future teachers.
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Książki na temat "Pre-service teacher education"

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Radakovic, Nenad, i Limin Jao, red. Borders in Mathematics Pre-Service Teacher Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44292-7.

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Stahl, Garth, Erica Sharplin i Benjamin Kehrwald. Real-Time Coaching and Pre-Service Teacher Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-6397-8.

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Corcoran, Roisin P. Developing emotionally competent teachers: Emotional intelligence and pre-service teacher education. New York: P. Lang, 2012.

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Huang, Ju. Pre-Service Teacher Education and Induction in Southwest China. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96478-2.

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Reforming Zambian pre-service teacher education for quality learning. Lusaka: University of Zambia Press, 2013.

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Keengwe, Jared, Grace Onchwari i Darrell Hucks. Literacy enrichment and technology integration in pre-service teacher education. Hershey PA: Information Science Reference, 2014.

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The metaphor of vision in teacher education: A proposal for a pre-service EFL teacher education course. Bologna: CLUEB, 1997.

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Clive, Beck, red. Priorities in teacher education: The 7 key elements of pre-service preparation. Abingdon, Oxon: Routledge, 2009.

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Buck, Gayle A., i Valarie L. Akerson, red. Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0.

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Frances, Blankenbaker, i Haystead Wesley, red. Teacher training manual: A manual for providing ongoing pre-service and in-service training in any size Sunday School. Ventura, CA: Gospel Light Publications, 1988.

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Części książek na temat "Pre-service teacher education"

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Ashton, Patricia, i Ramesh Bakhtiari Conley. "Pre-Service Teacher Education: Multicultural Education". W Encyclopedia of Cross-Cultural School Psychology, 750–52. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_331.

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Tong, Li, i Xinrong Yang. "Pre-service Mathematics Teacher Education". W New Frontiers of Educational Research, 339–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55781-5_17.

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Walta, Caroline J., i Alan S. Mclean. "Structuring an Online Pre-Service Education Program". W Successful Teacher Education, 65–81. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-677-6_5.

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te Riele, Kitty. "Reflective Thinking for Pre-service Teachers". W Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_35-1.

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te Riele, Kitty. "Reflective Thinking for Pre-service Teachers". W Encyclopedia of Teacher Education, 1541–47. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_35.

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Elsden-Clifton, Jennifer, Kathy Jordan i Nicky Carr. "Innovating in First Year Pre-service Teacher Education: “Buddy Up”". W Teacher Education, 63–78. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_5.

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Tsangaridou, Niki, i Ermis Kyriakides. "Pre-Service Primary Physical Education Teacher Education". W Routledge Handbook of Primary Physical Education, 98–111. First Edition. | New York : Routledge, 2018. | Series: Routledge International Handbooks: Routledge, 2017. http://dx.doi.org/10.4324/9781315545257-9.

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Gutierrez, Amanda. "Exploring the Becoming of Pre-service Teachers in Paired Placement Models". W Teacher Education, 139–55. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0785-9_9.

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Gravett, Sarah, Dean van der Merwe i René Levinge-Lang. "Lesson design in pre-service teacher education". W Future-Proofing Teacher Education, 63–77. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003185499-7.

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Sterzuk, Andrea. "Pre-Service Teachers’ Critical Dispositions towards Language". W Superdiversity and Teacher Education, 124–38. New York, NY : Routledge Taylor & Francis, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038887-10.

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Streszczenia konferencji na temat "Pre-service teacher education"

1

Yolcu, Ece, i Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" W HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Zhang, Meng, i Yuehui Fu. "Modification of Pre-service Teacher Education". W 2022 11th International Conference on Educational and Information Technology (ICEIT). IEEE, 2022. http://dx.doi.org/10.1109/iceit54416.2022.9690738.

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Chaw, Ei Phyu, i Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Sennett, Jacquelyn Baker. "DEVELOPING AN ANTI-OPPRESSIVE PROFESSIONAL VOICE AS A PRE-SERVICE TEACHER". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end046.

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"Service-learning is traditionally used as a pedagogical tool in pre-service teacher education programs to connect theory to practice and to provide future teachers with experiences that support school needs and offer early opportunities to engage with children and youth. While the assumption is that pre-service teachers will benefit from service-learning by ultimately becoming more effective educators, the reality is that pre-service teachers often encounter entrenched power structures and deficit models of teaching and learning while participating in traditional service-learning activities. The research presented here examined one college’s critical service learning initiative designed to support pre-service teachers as they interrogated existing power structures impacting both teaching and children’s learning and lived experiences. The College’s rationale for this pedagogical shift was to support pre-service teachers’ understanding of equity and social justice and to help them develop an anti-oppressive professional advocacy voice that can be useful when attempting to reduce the systemic barriers they may encounter when working in U.S. schools. The researcher followed 94 pre-service teachers over the course of 10 weeks as they engaged in one of two self-selected critical service-learning projects: (1) Educational policy involvement during a government legislative session (n=51) or (2) Production of podcasts on educational equity issues for the local community (n=43). Survey data and analysis of student reflections were examined. 91% of pre-service teachers indicated that involvement enhanced their ability to implement anti-oppressive practices, and 96% reported that the experience helped them determine who they want to become in a movement for educational and social justice."
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Mavuru, Lydia, i Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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James, Angela. "BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS". W SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.86.

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The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community. Keywords: biological sciences, case study, COVID-19 pandemic, pre-service-teacher education, service-learning
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Yarullin, Ilnar F. "Pre-Service Teachers’ Preparedness For Inclusive Education". W IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.12.

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Güler, Seda, i Yonca Özkan. "PODCASTING IN PRE-SERVICE LANGUAGE TEACHER EDUCATION". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2388.

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Makarskaitė-Petkevičienė, Rita. "NATURAL SCIENCE LESSONS: PRE-SERVICE PRIMARY TEACHERS' EXPERIENCE". W Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.83.

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“Science Education in Europe: National Policies, Practices and Research (2011) discusses students’ natural science literacy, generalises international research results, names natural science education problems, searches for solutions. One of them – suitable teacher preparation. This article analyses what experience pre-service primary teachers have about natural science lessons and what, in their opinion, is necessary for the students to like natural sciences. Keywords: personal experience, pre-service primary teachers, opinion research, lessons in nature.
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TSURKAN, Taisiia. "Preparing Pre-Service Teachers to the Parent-Teacher Partnerships". W 15th Edition of the International Conference on Sciences of Education, Studies and Current Trends in Science of Education, ICSED 2017, 9-10 June 2017, Suceava (Romania). LUMEN Publishing House, 2018. http://dx.doi.org/10.18662/lumproc.icsed2017.48.

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Raporty organizacyjne na temat "Pre-service teacher education"

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Schulte, Rebecca. Special Education Teacher Candidates and Mentors: Case Studies of Collaboration in Pre-service Field Experiences. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1028.

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

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrieve the articles: EBSCO, ERIC, Web of Science and SCOPUS. This review will not exclude any work based on the date of conclusion as it intends to understand and illustrate the overview of all the research carried out on the epistemological beliefs of pre-service teachers. This will allow access to the explanatory factors of the contours and manifestations that the EB assume in this training phase.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita i Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, maj 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana i Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Velychko, Vladyslav Ye, Elena H. Fedorenko i Darja A. Kassim. Conceptual Bases of Use of Free Software in the Professional Training of Pre-Service Teacher of Mathematics, Physics and Computer Science. [б. в.], listopad 2018. http://dx.doi.org/10.31812/123456789/2667.

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The development of education is associated primarily with the use of ICT. A significant experience is already gained in how to use educational computer systems while new forms and methods of learning based on modern information technology are being developed and used. In relation to free software, a period when the quantity should translate into quality and an indicator of such translation is development of the concept of the introduction of free software in educational activities of universities. The proposed concept, let’s take Ukraine as an example, determines the main aim of introduction of free software in the training of pre-service of Mathematics, Physics and Computer Science; defines the objectives, measures, principles, the role and value of free software in the informatization process and results of its implementation.
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Strutynska, Oksana V., Grygoriy M. Torbin, Mariia A. Umryk i Roman M. Vernydub. Digitalization of the educational process for the training of the pre-service teachers. [б. в.], czerwiec 2021. http://dx.doi.org/10.31812/123456789/4437.

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According to the Development Concept of the Digital Economy and Society in Ukraine, the priority of this area is to develop a substantial national policy on digitalization of education, as this is the key part of the education reform in Ukraine. For this reason, universities should firstly take into account the particularities of teaching the current generation of students and the needs of the digital society as a whole. This paper considers the process of transition from informatization to digitalization in society, implementation of digital support for the educational process in the university, development of the digital educational environment for the training university teachers, and proposes the digital tools for such an environment. The authors propose several ways to improve the development level of digitalization of the educational environment in the university. This is to take into account the needs of the digital society and the modern generation of students, provide a high level of the digital literacy formation of university graduates and support the development of a new digital security system of the modern university. Aiming to design the digital educational environment for increasing the of educators’ digital literacy level, the authors propose to develop and implement the following computer, multimedia and computer-based learning tools and equipment, which includes blended and distance learning classes, cloud technologies, tools of virtual and augmented reality, tools for gamification of the educational process, educational robotics, tools for learning 3D technologies, MOOCs.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов i Olga V. Bondarenko. The support of the process of training pre-service mathematics teachers by means of cloud services. CEUR Workshop Proceedings, czerwiec 2021. http://dx.doi.org/10.31812/123456789/4454.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Velychko, Vladyslav Ye, Elena H. Fedorenko, Nataliia V. Kaidan, Володимир Миколайович Соловйов i Ольга Володимирівна Бондаренко. The support of the process of training pre-service mathematics teachers by means of cloud services. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4385.

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The training of pre-service mathematics teachers is a complex process due to the specifics of the field. Informatization of education affects all the areas, and pre-service mathematics teachers can not be left out. The article is devoted to the problem of supporting the process of professional training of pre-service mathematics teachers by means of cloud services. Examples of the use of cloud technologies are given. The analysis of a survey of pre-service mathematics teachers on the use of information and communication technologies in the training process is done.
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Yaroshenko, Olga G., Olena D. Samborska i Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primary school teachers’ professional activities. An integrated approach to the modernization of information and digital training of pre-service primary school teachers, which covers the main forms of the educational process – training sessions, independent work, practical training, and control activities is justified. The article presents the results the pedagogical experiment aimed at testing the effectiveness of the integrated approach to the modernization of information and digital training of prospective primary school teachers. The results are determined by the level of digital literacy and the ability of students in the control and experimental groups to use information and digital technology in the educational process of primary school.
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