Section archive - Teacher Education Programs
Page 1/31 305 items
Can an outsider become an insider? Analysing the effect of action research in initial EFL teacher education programs
This study focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers’ work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience.
Updated: Apr. 21, 2020
Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia
This research aimed to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100).
Updated: Jan. 30, 2020
Troops to Teachers (TtT) is a UK governmental scheme introduced in 2013 to facilitate ex-military service personnel to re-train as teachers. This narrative study explores the accounts of a sample of new TtT trainees at the onset of their training and considers their motivations for career changing, potential transferable attributes and skills, aspirational teacher identities and anticipated challenges. Emerging from these rich narratives is a strong, shared commitment to the trainees’ chosen new career. Self-discipline is identified as a professional quality to take into teaching from military service, whilst maintaining discipline in the classroom is more commonly regarded as an area of concern and challenge, rather than as a transferable skill set, challenging core governmental expectations of the Troops to Teachers initiative. However, the importance of and a desire and commitment to continue to ‘serve’, is widely held, reflecting a particular narrative refraction of the TtT trainees. This provides potential for further, perhaps longitudinal study, as the troops become teachers. The study affirms the potential for further investment in a wider recruitment strategy for career-change teachers more generally, as providing an experienced and motivated professional workforce for schools.
Updated: Jan. 05, 2020
Teacher shadowing as an empowering technique for EFL student teacher practical knowledge development: insights from three-week shadowing programmes
This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.
Updated: Nov. 10, 2019
Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, the authors find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs they find that degree production increased, yet the diversity of the graduates declined.
Updated: Aug. 11, 2019
The authors undertook this systematic review in order to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria were included in this review. The authors found that blended learning that the majority of the studies confirmed that blended learning had a positive impact on attaining academic course outcomes. They also found that a blended learning environment contributed to pre-service teachers developing positive attitudes towards the courses. In addition, they also concluded that face-to-face aspects of the courses were favoured considerably asthey enhanced social interaction between peers and teachers. The authors recommend that pre-service teacher education curricula be modified by infusing ICT into the entire program through blended learning rather than delivering isolated ICT courses. They suggest that this may thus serve as catalysts for prospective teachers to integrate the use of ICT in their own teaching.
Updated: Aug. 11, 2019
From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education
In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: “Going Back and Forth from Utopia to Reality” and “EFL Student-Teachers as Novice Critical Researchers”. A conclusion was that the participants’ trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education.
Updated: Aug. 08, 2019
In this study, the authors examine the impact of a community service learning course on undergraduate students’ decisions to pursue careers as special education teachers or related service providers. 134 participants completed a course involving volunteer service with persons with disabilities in the local community and were surveyed as to whether they were interested in pursuing a career in special education upon graduation. Their findings indicated that contact with a person with a disability through community service learning was a factor in influencing participants’ willingness to enter the field of special education.
Updated: Jul. 29, 2019
Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation
In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring preservice teachers' (PSTs’) outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.
Updated: Jul. 29, 2019
Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience
In this study, the authors examined the impact of an edTPA professional development workshop designed specifically for cooperating teachers (CT) on cooperating teacher practice and teacher candidate edTPA assessment scores. They found that teacher candidates placed with CTs who have received edTPA professional development can benefit from increased CT knowledge about the edTPA assessment.
Updated: May. 30, 2019