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Artykuły w czasopismach na temat „Pre-service teacher education”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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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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Yusuf, Kamal, i Renaldi Bimantoro. "THE ROLE OF SERVICE LEARNING IN PRE–SERVICE TEACHERS IN ENGLISH EDUCATION DEPARTMENT". SALEE: Study of Applied Linguistics and English Education 1, nr 02 (1.08.2020): 75–80. http://dx.doi.org/10.35961/salee.v1i02.103.

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

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Curtis, Elizabeth. "Play in Pre-Service Teacher Education". International Journal of Learning in Higher Education 22, nr 4 (2015): 1–10. http://dx.doi.org/10.18848/2327-7955/cgp/v22i04/48628.

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Curtis, Elizabeth. "Play in Pre-Service Teacher Education". International Journal of Learning in Higher Education 22, nr 4 (2015): 1–10. http://dx.doi.org/10.18848/1447-9494/cgp/v22i04/48628.

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Ko, Kyounghee. "Pre-service Teachers’ Perceptions on Elementary English Culture Education and Implications on Pre-service Teacher Education". Journal of Mirae English Language and Literature 24, nr 3 (31.08.2019): 151–97. http://dx.doi.org/10.46449/mjell.2019.08.24.3.151.

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Tiernan, Peter, i Jane O’Kelly. "Enterprise education: pre-service further education teachers' impressions and aspirations". Education + Training 64, nr 1 (11.01.2022): 56–68. http://dx.doi.org/10.1108/et-03-2021-0116.

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

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Mandhyan, Prerna. "MULTICULTURAL ENVIRONMENT AND PRE SERVICE TEACHER EDUCATION PROGRAMME". International Journal of Research -GRANTHAALAYAH 4, nr 12 (31.12.2016): 85–94. http://dx.doi.org/10.29121/granthaalayah.v4.i12.2016.2396.

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Diversity in cultures has become the prominent feature of 21st century. The effect of this feature can be observed in classroom environment where the teacher has students having multicultural backgrounds. Therefore, there is need to train prospective teachers for teaching in diverse/ multicultural classroom. They are not prepared for coming in contact with different cultures than the sheltered one many of them have lived in. They are not prepared for the different needs possessed by today’s multicultural student population. In this paper, we discuss not just the problems that arise due to this issue. We also discuss ways to remedy these problems, starting with pre-service teacher education programs and ending with these prospective teachers themselves.

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Huong, Vu Thi Mai. "The situation of implementing the homeroom teacher competencies through practicum for pre-service teacher training in Vietnam". Cypriot Journal of Educational Sciences 17, nr 9 (30.09.2022): 3396–408. http://dx.doi.org/10.18844/cjes.v17i9.8079.

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

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Guise, Megan, i Krystal Thiessen. "From Pre-Service to Employed Teacher". Educational Renaissance 5, nr 1 (9.03.2017): 37–51. http://dx.doi.org/10.33499/edren.v5i1.99.

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The research study described in this article is an extension of a yearlong mixed methods study of eight co-teaching pairs (four English and four science) and their implementation of co-teaching during the clinical experience. A year after these eight pre-service teachers participated in the co-teaching research study while enrolled in a teacher education program, they were interviewed at the conclusion of their first year of employed teaching with the goal of exploring the impact that the co-teaching experience had on their development as a teacher. Findings reveal that co-teaching during the clinical experience provides an opportunity to shape pre-service teachers to be collaborative, reflective practitioners who seek out opportunities to collaborate and position themselves as lifelong learners. However, teacher education programs that implement co-teaching during the clinical experience have a responsibility to ensure that co-teaching occurs with fidelity and that pre-service teachers are supported to transition to full-time employment where the day-to-day co-teaching opportunities may be more limited.

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Boylan, Colin, Don Squires i Alan Smith. "Audiographic Teleteaching in Pre-service Teacher Education". Australian and International Journal of Rural Education 4, nr 2 (1.07.1994): 23–27. http://dx.doi.org/10.47381/aijre.v4i2.388.

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

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Lombardo-Graves, Mary M. "READY TO TEACH: SPECIAL EDUCATION PRE-SERVICE TEACHER PRESPECTIVES ON TEACHER PREPARATION". EPH - International Journal of Educational Research 2, nr 3 (20.09.2018): 6–14. http://dx.doi.org/10.53555/ephijer.v2i3.30.

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In this qualitative research project, pre-service teacher perspectives on the clinical experiences and coursework required for teacher preparation in special education were examined. The goal of this study was to provide data on specific areas where teacher educators can provide more support and better prepare pre-service teachers for the classroom. This particular study focuses on the educational experiences of pre-service teachers and their perspectives on teacher readiness. The pre-service teacher perspectives are limited to a particular special education teacher preparation educational community; however, the clinical experiences portion of the fieldwork hails from a variety of educational settings. The data collection consisted of pre-service teacher interviews during clinical experiences. The findings of this study revealed the value placed on quality mentors, practical experiences, and application in the clinical setting.

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Ferizat, Mizambayeva, i Baimyrzayev Kuat. "The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers". Cypriot Journal of Educational Sciences 16, nr 4 (31.08.2021): 1976–96. http://dx.doi.org/10.18844/cjes.v16i4.6066.

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

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이미아. "Special education teacher leadership perceived by pre-service special education teachers". Journal of Special Children Education 11, nr 4 (grudzień 2009): 121–39. http://dx.doi.org/10.21075/kacsn.2009.11.4.121.

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Foster, Lois. "Issues in Multicultural Education: Pre‐Service Teacher Education". South Pacific Journal of Teacher Education 15, nr 1 (kwiecień 1987): 11–28. http://dx.doi.org/10.1080/0311213870150103.

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Akkus, Huseyin. "PRE-SERVICE SECONDARY SCIENCE TEACHERS’ IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS". Journal of Baltic Science Education 12, nr 2 (25.04.2013): 249–60. http://dx.doi.org/10.33225/jbse/13.12.249.

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

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Dunekacke, Simone, Lars Jenßen i Sigrid Blömeke. "The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model". Zeitschrift für Erziehungswissenschaft 24, nr 6 (28.10.2021): 1429–52. http://dx.doi.org/10.1007/s11618-021-01052-1.

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

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Alahmad, Abdalhamid, Tatjana Stamenkovska i János Gyori. "Preparing Pre-service Teachers for 21st Century Skills Education". GiLE Journal of Skills Development 1, nr 1 (9.03.2021): 67–86. http://dx.doi.org/10.52398/gjsd.2021.v1.i1.pp67-86.

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This study examines the efficiency of a model aimed at teaching 21st century skills to preservice teachers at Damascus university. Two fundamental aspects were explored, firstly, promoting the teaching of 21st century skills; and, secondly, incorporating 21st century skills in the educators’ pedagogical training. Quantitative data was collected from 106 student teachers, and 34 teacher educators through two survey questionnaires. Results from the teacher educator’s survey data showed that the model to promote all 21st century skills in student teachers was efficient. The student teachers felt that the pedagogical training of this model was efficient in terms of promoting cognitive skills, but only average when considering information literacy and problem-solving skills and performed poorly in fostering communication skills. Thus, even though the model is efficient in promoting 21st century skills for future teachers, it lacks a training framework that places equal emphasis on applying the skills during teacher training.

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Herbert, Sandra, i Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education". Research in Science Education 48, nr 4 (20.05.2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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

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Winterbottom, Christian, i Philip J. Mazzocco. "Reconstructing teacher education: a praxeological approach to pre-service teacher education". European Early Childhood Education Research Journal 24, nr 4 (7.11.2014): 495–507. http://dx.doi.org/10.1080/1350293x.2014.975940.

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Robledo, Dave Arthur, Ghulam Muhammad i Aftab Ur Rahman. "The Perceptions of Pre-service Teachers on Bachelor of Education Program in Shaheed Benazir Bhutto University, Pakistan". Journal of Social Sciences Review 1, nr 1 (30.06.2021): 1–12. http://dx.doi.org/10.54183/jssr.v1i1.11.

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

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Nascimento, Ana Karina de Oliveira, Maria Amália Vargas Façanha i Marlene de Almeida Augusto de Souza. "Pre-Service Teacher Education in Times of Crisis". Revista Brasileira de Linguística Aplicada 21, nr 2 (kwiecień 2021): 497–520. http://dx.doi.org/10.1590/1984-6398202117316.

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

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ULUM, Ömer Gökhan. "Pre-Service English Teachers’ Narrative Identity". Journal of Education Culture and Society 11, nr 1 (27.06.2020): 92–101. http://dx.doi.org/10.15503/jecs2020.1.92.101.

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Aim. This phenomenological study probes the experiences of pre-service English as Foreign Language (EFL) teachers in the practicum process. Thus, this paper aims at bringing a light to the effects of practicum experiences of pre-service EFL teachers on their professional identity. Methods. Based upon a narrative identity method, this phenomenological inquiry examines the experiences of pre-service EFL teachers (N= 20) in their practicum. A one-shot question was directed to the informants with the aim of clarifying their personal constructs. Results. Practicum has got a significant role in education faculties all over the world. The theories applied in teaching practicum are quite common and universal. However, the practices utilised in practicum may show variations among education faculties. Further, the practicum content, and the characteristics of teacher candidates and supervisors may cause practicum to be carried out in diverse ways. The practicum aspect of pre-service teacher education is contemporarily given significant emphasis all around the world. Further, the exact theory of practicum and the desired outcomes of the related practices are relatively identical in education faculties throughout the world. Nonetheless, the practicum practices represent diversities among institutions. Yet, the characteristics and experiences of pre-service teachers may lead the practicum to be carried out in diverse ways in dissimilar contexts. Conclusion. The results of the study suggest that teacher candidates developed both positive and negative cognitive constructs during their practicum. Related implications are provided to overcome the problems encountered during practicum, as well as to suggest ways to develop EFL pre-service teachers’ practicum process. Keywords: EFL teachers, pre-service EFL teachers, practicum, narrative identity, professional identity

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Akiba, Motoko. "Identifying Program Characteristics for Preparing Pre-Service Teachers for Diversity". Teachers College Record: The Voice of Scholarship in Education 113, nr 3 (marzec 2011): 658–97. http://dx.doi.org/10.1177/016146811111300304.

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Background/Context Educating pre-service teachers to develop multicultural awareness, knowledge, and skills for teaching diverse students is a major responsibility of teacher education program coordinators and teacher educators. Numerous studies have discussed and explored the characteristics of teacher preparation that improve pre-service teachers’ competency to teach diverse students. However, only a few empirical studies have examined the relationship between preparation characteristics and pre-service teachers’ multicultural awareness, knowledge, and skills. Research Questions The study answered two research questions: 1) How do the initial level and change in pre-service teachers’ beliefs about diversity in personal and professional contexts differ by their background characteristics? and 2) What characteristics of teacher preparation for diversity reported by pre-service teachers are associated with positive changes in their beliefs about diversity in personal and professional contexts, controlling for their background characteristics? Participants The participants were 243 pre-service teachers enrolled in eight sections in a diversity course and accompanied field experience component in a teacher education program in a Midwest Research I university. Research Design Pre- and post-surveys were conducted to examine: 1) pre-service teachers’ background characteristics (gender, socioeconomic status, class standing, hometown location, and prior exposure to diversity), 2) beliefs about diversity in personal and professional contexts, and 3) four characteristics of teacher preparation for diversity: classroom as a learning community; instructor modeling constructivist and culturally-responsive teaching; field experience for understanding diverse students; and opportunity for reflection. Findings The study found that three characteristics of teacher preparation for diversity reported by pre-service teachers: 1) classroom as a learning community, 2) instructor modeling constructivist and culturally-responsive teaching, and 3) field experience for understanding diverse students were significantly associated with positive changes in pre-service teachers’ beliefs about diversity in both personal and professional contexts. Conclusions/Recommendations Creating a sense of community in classrooms, and modeling constructivist and culturally responsive teaching are likely to promote positive beliefs about diversity among pre-service teachers. In addition, field experiences should promote pre-service teachers’ interactions with people from diverse backgrounds, assign a mentor to support their learning experience and promote self reflection, and provide opportunities to understand the connection with diversity coursework.

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Smit, Tanya, i Pieter H. du Toit. "Exploring the pre-service teacher mentoring context: The construction of self-regulated professionalism short courses". South African Journal of Education 41, nr 2 (31.05.2021): 1–13. http://dx.doi.org/10.15700/saje.v41n2a2010.

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During work integrated learning (WIL), pre-service mentoring helps prepare final-year education students for the workplace. The pre-service teacher is placed alongside a mentor teacher, and the higher education institution (HEI) stipulates the timeline and the requirements. This study follows a wide-ranging research project, identified by the acronym FIRE (Fourth-year Initiative for Research in Education). In this article we focus on pre-service teacher mentoring experiences, partnerships, roles, and teacher identity development concerning mentor teachers, not mentor lecturers. The results of 2 baseline exploratory research surveys are shared. The attitudes, beliefs, opinions and practices of Senior, Further Education and Training phase mentor teachers and pre-service teachers were gathered, measured and compared. The responses to 2 cross-sectional questionnaires in electronic format provided a competence-base for the design of curricula for 2 short courses about mentoring and self-regulated professionalism. The 2 short courses were created for mentor teachers and pre-service teachers.

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Siposova, Martina, i 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, nr 1 (31.03.2022): 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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Pozas, Marcela, i Verena Letzel. "Pedagogy, Didactics, or Subject Matter? Exploring Pre-service Teachers’ Interest Profiles". Open Education Studies 3, nr 1 (1.01.2021): 163–75. http://dx.doi.org/10.1515/edu-2020-0151.

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Abstract Interest has been considered an important determinant of teacher quality. However, research into teacher interest, and more specifically, pre-service teachers’ interest is limited. Hence, the current study tackled the current gaps in pre-service teachers’ interest and aimed to explore pre-service teachers’ interest profiles based on the multidimensional framework of teacher interest. A total of 225 pre-service teachers, enrolled in various initial teacher education programs of two universities in Germany, participated voluntarily in the study. The results revealed two distinct pre-service teachers’ profiles based on the three teacher interest factors. Interestingly, the two profiles did not significantly differ in their subject interest levels, but did vary in their didactic and educational interest. In addition, the findings also revealed gender and school track differences in pre-service teachers’ interests and profiles. Consequences for future research and teacher education are discussed in detail.

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Jelinek, Carol A. "Stress and the pre‐service teacher". Teacher Educator 22, nr 1 (czerwiec 1986): 2–8. http://dx.doi.org/10.1080/08878738609554886.

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Owston, Ron. "Virtual mentoring in pre-service teacher education". Future Learning 1, nr 1 (1.01.2012): 23–28. http://dx.doi.org/10.7564/12-fule5.

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Pratiwi, Dwiyani. "Teaching Practicum in Pre-Service Teacher Education". Yavana Bhasha : Journal of English Language Education 1, nr 1 (4.05.2020): 31. http://dx.doi.org/10.25078/yb.v1i1.1375.

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<p>This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested. </p>

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TAMI, SEIFERT. "Pedagogy 2.0 in Pre-Service Teacher Education". i-manager's Journal of Educational Technology 14, nr 3 (2017): 15. http://dx.doi.org/10.26634/jet.14.3.13856.

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Johnson, Corey M., i Lorena O'English. "Information Literacy in Pre-Service Teacher Education". Behavioral & Social Sciences Librarian 22, nr 1 (20.01.2003): 129–39. http://dx.doi.org/10.1300/j103v22n01_09.

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Shoffner, Melanie. "Informal reflection in pre‐service teacher education". Reflective Practice 9, nr 2 (29.04.2008): 123–34. http://dx.doi.org/10.1080/14623940802005392.

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Byrne, Jenny, Viv Speller, Sue Dewhirst, Paul Roderick, Palo Almond, Marcus Grace i Anjum Memon. "Health promotion in pre‐service teacher education". Health Education 112, nr 6 (12.10.2012): 525–42. http://dx.doi.org/10.1108/09654281211275872.

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Bullock, Donald W. "California's Teacher Pre-Service Computer Education Requirements:". Computers in the Schools 8, nr 1-3 (29.04.1991): 111–14. http://dx.doi.org/10.1300/j025v08n01_11.

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Woodward, Helen, i Philip Nanlohy. "Digital portfolios in pre-service teacher education". Assessment in Education: Principles, Policy & Practice 11, nr 2 (lipiec 2004): 167–78. http://dx.doi.org/10.1080/0969594042000259475.

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Schibeci, R. A. "Logo in pre-service and in-service teacher education". Computers & Education 14, nr 1 (styczeń 1990): 53–60. http://dx.doi.org/10.1016/0360-1315(90)90022-y.

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Jenkins, Kathy. "Listening to Secondary Pre-service Teachers: Implications for Teacher Education". Australian Journal of Environmental Education 15 (1999): 45–56. http://dx.doi.org/10.1017/s0814062600002603.

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AbstractThis paper highlights issues identified in a study that explored the perceptions of secondary pre-service teachers, from Key Learning Areas (KLAs) that are traditionally and non-traditionally linked to environmental education. Perceptions shared by these pre-service teachers illustrated that they held views about the nature and scope of environmental education that could limit their practice as potential environmental educators. They also shared perceptions about constraints to the implementation of environmental education policy into practice. Implications for pre-service teacher education are discussed in light of these findings.

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Dražnik, Tjaša. "Pre-Service Teachers’ Perceptions of Plurilingual Pedagogies". Sustainable Multilingualism 20, nr 1 (1.06.2022): 69–93. http://dx.doi.org/10.2478/sm-2022-0004.

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Summary In light of the growing diversity in European and Slovenian schools, equity-centered plurilingual pedagogies have gained prominence across the political, educational, and scientific spectrum. This gives particular weight to this study, which aims to contribute to the understanding of the complexity of factors that promote the mainstreaming of plurilingual pedagogies. The concept of Linguistically Sensitive Teaching (LST) was used as a lens to study pre-service teachers’ perceptions of plurilingual pedagogies in their educational context. More specifically, the study aims to examine pre-service teachers’ perceptions of the relevance of plurilingual pedagogies for their future profession and their understanding of the teachers’ competence in regard to the implementation of plurilingual pedagogies in Slovenian schools. Data from 27 pre-service primary education teachers from the University of Ljubljana of the Faculty of Education were examined. Reflection prompts were used to stimulate and guide the critical engagement of participants within the context of LST: a video, a document, and a SWOT analysis template. The findings illustrate pre-service teachers’ awareness of the relevance and the benefits of plurilingual pedagogies for their profession and their understanding of the complexity of factors, specifically in relation to teachers’ knowledge, attitudes, and skills that promote the mainstreaming of plurilingual pedagogies. The study highlights how the reflections of pre-service primary education teachers can support the development of future pre-service teacher training within initial teacher education. As such, it has positive implications for developing teacher education to better respond to the needs of linguistically and culturally diverse classes in today’s schools.

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Rahmadi, Imam Fitri, Eti Hayati i Aulia Nursyifa. "Comparing Pre-service Civic Education Teachers’ TPACK Confidence Across Course Modes". Research in Social Sciences and Technology 5, nr 2 (17.05.2020): 113–33. http://dx.doi.org/10.46303/ressat.05.02.7.

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Integrating technology into learning and instruction processes is inevitable in this modern world, so it is of pivotal importance that all teachers should master TPACK confidently. Unfortunately, the approaches toward teacher education programs in many countries, specifically in Indonesia, do not yet integrate TPACK in the curriculum. This study aimed at comparing pre-service civic education teachers’ TPACK confidence across three course modes—Regular A, B, and C—of a pre-service teacher education program in Indonesia. Involving 90 pre-service civic education teachers, a self-report measure survey is used as the research method. The result revealed that Regular A and C pre-service civic education teachers report an almost equal level of TPACK confidence while the Regular B pre-service civic education teachers report a lower level of TPACK confidence. Academic and practical implications of these findings are discussed, and insights for future teacher education programs are provided.

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KAYA, Sibel, i Doğan YÜKSEL. "Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?" Participatory Educational Research 9, nr 6 (1.11.2022): 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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