Search results for: Teacher education
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We are sending you our last newsletter with some of the recent articles published in academic journals focusing on teacher education and professional development of teachers. At the end of fourteen years of fruitful and blessed activity, the MOFET Institute has decided to suspend the activity of the International Portal of Teacher Education, and as of September 1, 2022, it will no longer be updated. This decision was not an easy one as MOFET realizes the value of the portal for teacher educators around the world. Nevertheless, the MOFET Institute has undergone a reorganization process over the last period, involving decisions about the channels of activity on which it will focus and specialize in the coming years. As part of this process, MOFET has decided to focus on other areas of teacher training, professional development, and research. We thank our loyal readers and subscribers for their support, guidance, advice, comments and feedback throughout the years. We especially thank the many researchers, educators and administrators that have shared the fruits of their labor with our community in their articles published in the portal. For the foreseeable future, the corpus of the portal along with its search capabilities will remain online for the further use of the global teacher's community. For now, Farewell, The Portal Team
Updated: Aug. 11, 2022
Preparing prospective teachers for teaching: the practice of teacher educators’ academic advice provision to prospective teachers at a College of Teacher Education in Ethiopia
This paper reports the findings of a small-scale study that assessed the extent to which teacher educators’ academic advice provision to prospective teachers has been practiced. A questionnaire survey for 311 prospective teachers and an interview with 10 teacher educators and an Ex-Vice Dean at a College of Teacher Education in Ethiopia was administered. Also, the Grade Point Average of prospective teachers was taken from the registrar office of the college under study. Of the prospective teacher respondents, 54% reported not receiving academic advice from their teacher educators. In addition, the results of the interviews confirmed that teacher educators did not provide sufficient academic advice to prospective teachers for different reasons, such as the teacher educators’ lack of experience of providing academic advice, their inability to prepare a scheduled academic advice programme, and their workload. The study offers suggestions to help teacher educators and college administrators to improve the delivery of prospective teacher academic advice to enhance prospective teachers’ academic performance and thereby prepare them for teaching.
Updated: Aug. 11, 2022
Displaced academics: intended and unintended consequences of the changing landscape of teacher education
Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters.
Updated: Jul. 11, 2022
The development of a teacher educator requires a sustained, systematic, and critical inquiry into one’s own practice. The purpose of this study was to explore how two doctoral students, in their first semester of doctoral study, understood how to do physical education teacher education in an introductory teaching method class, through the lens of socialization theory. This was a collaborative self-study using an interpretative phenomenological analysis. Three themes were identified. First, social justice and its sub-themes: (a) challenges in changing habited behaviors, (b) social justice issues embedded in the class material, and (c) understanding diversity, change, and the importance of adaptability. Second, practice-based teacher education and its two sub-themes: (a) alignment between theory and practice, and (b) core teaching practices. Third, adapting to the COVID-19 environment and sub-themes of: (a) environmental constraints, (b) improving while being online, and (c) creating a supportive and caring atmosphere in the breakout sessions. The authors’ recommendations include using self-study as a tool to help doctoral students understand and do teacher education.
Updated: Jun. 27, 2022
Tangling With Race and Racism in Teacher Education: Designs for Counterstory-Based Parent Teacher Conferences
The authors’ research is guided by the aim to use counterstories pedagogically in teacher education. They report on counterstory-based parent teacher conference simulations, where composite case narratives support teacher candidates in taking up asset-based perspectives. Their work rests upon the assertion that asset-based framing must not remain purely conceptual; rather, asset-based frames must infuse teaching practice. They examine how counterstories can be constructed to ensure that they are robust, respectful, and pedagogically useful for teacher education.
Updated: Jun. 14, 2022
Developing Visual Literacy Skills in Teacher Education: Different Ways of Looking at the Visual Images
This article attempts to use different ways of looking that help classroom and visual art teachers analyze the meanings attributed to visual images, thereby enhancing their visual literacy skills. In the study, holistic multiple-case sampling was employed in the context of case study method as each group of teachers was individually considered as an analysis unit and their analysis of visual images through different ways of looking was evaluated in a holistic way. The participants of the study comprised of a total of 508 teachers who attended teacher training workshop of the Project titled ‘The Implementation of Visual Culture Theory on Primary and Secondary Visual Arts Courses.’ The data were collected with worksheets, artistic drawings and participant diaries and analyzed inductively. The data were presented in three themes: analyzing visual elements, approaching the visual contextually, and determining the contributions of visual experience. The results denoted that classroom and visual arts teachers interacted with images through a series of questions related to different ways of looking at visual images, questioned visual representations, artistic components and sub-meanings and created various meanings in terms of social, economic, psychological and cultural contexts, thereby increasing their visual literacy skills.
Updated: Jun. 08, 2022
The Double-voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education
As policy makers’ neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their teaching. Thus, there is a need to better understand how to support preservice teachers in authoring themselves so that they enter the profession in a manner that allows them to speak back to policy makers’ demands and engage in democratic teaching and learning processes with their students. The instrumental case study examined in this article investigated this issue by examining how a sample of preservice teachers in a large urban teacher education program authored themselves as teachers who spoke with and against policy makers’ neoliberal reforms. These findings demonstrate that while preservice teachers appear willing to pursue alternative visions of schooling they still seem to focus on individualized choices in avoiding policy makers’ reforms. Thus, there appears to be opportunities for teacher educators to support preservice teachers in developing the skills required to speak back to policy makers’ neoliberal reforms so that they can author themselves as the teachers they want to be.
Updated: May. 15, 2022
Cooperative learning in teacher education: its effects on EFL pre-service teachers’ content knowledge and teaching self-efficacy
This study examined the effect of Cooperative learning (CL) on content knowledge and teaching self-efficacy of EFL pre-service teachers using a pre-test/post-test quasi-experimental design. The experimental group (N = 35) and the control group (N = 30) were randomly selected from two Cambodian regional teacher training centres. For 16 weeks, the experimental group was exposed to CL while the control group participated in lecture-based learning. Data was collected before and after the experiment through an achievement test and an adapted scale on teaching self-efficacy. The ANCOVA results revealed that the EFL pre-service teachers in the experimental group outperformed their conventionally trained counterparts in terms of grammar and vocabulary achievement and teaching self-efficacy. This study adds to the existing literature, showing that CL significantly contributes to the increase in content knowledge and teaching self-efficacy among EFL pre-service teachers and highlights the need for applying CL in pre-service instruction.
Updated: Apr. 05, 2022
Diversity as the new normal and persistent constructions of the immigrant other – Discourses on multicultural education among teacher educators
The aim of this study was to explore the role of social justice in multicultural education taught in teacher education. The study investigated discourses on multicultural education among Finnish teacher educators, and the subject positions constructed in them. Discourse theory analysis revealed six discourses on multicultural education, ranging from conservative to liberal and critical, with liberal discourses having the most articulations. Although Finnish teacher education has taken steps towards social justice, the results also highlight racialisation and the subject position of the immigrant Other as themes that need to be challenged to prevent the reproduction of inequalities in teacher education.
Updated: Mar. 13, 2022
Teacher education involves encountering ethical dilemmas connected to teaching. Student teachers’ ethical dilemmas sometimes occur when ideals clash with experiences. The current study focuses on the challenges experienced by student teachers during work placement education. The aim of the study was to investigate ethical dilemmas student teachers experienced during work placement education, using the sensitising concept of the notion of care. The data consist of semi-structured interviews from 22 student teachers and were analysed using a constructivist grounded theory framework. The findings show that the ethical dilemmas reported by the student teachers regarded two influential agents in work placement education: pupils and teachers. Concerning pupils, the dilemmas involved encountering pupils living in poor circumstances as well as experiencing aggression from and among pupils. When it comes to teachers, dilemmatic experiences stemmed from teachers who were disillusioned and derogatory talk in the teacher lounge.
Updated: Mar. 07, 2022