Search results for: Teacher education
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The use of virtual simulations in teacher education to develop pre-service teachers’ behaviour and classroom management skills: implications for reflective practice
The use of virtual simulations is increasingly seen as an opportunity to provide pre-service teachers with unique opportunities to experience examples of classroom life in a controlled and structured environment. With these benefits in mind, this paper explores the growing use of virtual simulations in pre-service teacher education and in particular their use in developing pre-service teachers’ behaviour and classroom management skills. It highlights issues that teacher educators need to be cognisant of in using them with student teachers, particularly the extent to which they cement existing stereotypes about pupil behaviour and the extent to which they subsequently limit rather than enhance opportunities for critical reflection.
Updated: Jan. 09, 2021
This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper’s central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.
Updated: Dec. 14, 2020
Physical education teacher education (PETE) programs are encouraged to develop teachers capable of delivering technology integrated learning experiences. Technological pedagogical content knowledge (TPACK) provides a framework for integrating technology into teacher education programs. Occupational socialization theory describes an educator’s recruitment, training, and socialization in the teaching profession. The purpose of this article is to propose a conceptual framework for helping preservice physical educators develop technological pedagogical content knowledge that is grounded in occupational socialization theory. The authors specifically recommend a four-phase approach to help preservice teachers (a) build their knowledge and learn to value technology in physical education, (b) observe and explore through instructor modeling and integration, (c) experiment and collaborate with mentoring and scaffolding, and (d) discover through innovation and utilization. These suggestions acknowledge the sociopolitical aspects of learning to teach with technology and implications are discussed along with the need to help preservice teachers transfer technology integration into their professional careers.
Updated: Dec. 02, 2020
The International Portal of Teacher Education was created by The MOFET Institute’s International Channel, and serves thousands of users. This academic content portal in the field of teaching and teacher education has existed on the web since 2008. It directs you to updates on research in teacher education and teaching and collects significant content in the field. By doing so helps you cope with information overload. We now offer a special webinar for teacher educators, researchers in education and teacher training, policy makers in education, K-12 teachers and more. For those who are not familiar with the Portal, we will introduce its content and the way it is processed and made accessible to our readers. For those who are already familiar with it, we will present ways to use the Portal as a platform for participation in a global professional community and for online publishing.
Updated: Nov. 17, 2020
Globalization is undoubtedly affecting every aspect of our lives. The reach and the reality of globalization means that what happens “there” to “them” now affects what happens “here” to “us.” The destinies of billions of people around the planet have become inextricably tied, connected by multiple networks, whether virtual, commercial, political, trans-familial, socio-cultural, or educational. This is the globalized space in which today’s teachers operate, it is the space they must navigate, they have no choice to do otherwise than to look, know, think, understand and teach beyond the boundaries of the(ir) local. But what exactly does that mean in practice? In response, the author begins first with a brief discussion about globalization—what it means, and how it is—or perhaps not—affecting teaching and teacher education. She then discusses the mindsets teachers (and therefore teacher education/educators) need to cultivate along four dimensions in the context of globalization: the curricular, professional, moral, and personal. She then closes with two immediate actions we should take as/to be a global teacher education community.
Updated: Oct. 30, 2020
Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers’ training and professional development. However, research reveals that misconceptions arise when LS is adopted outside of Japan, and different authors have called for further theoretical development to increase comprehension of the process. In response, the authors analyse three LS’ key components (phases, product and teachers’ cooperation) from the perspective of the epistemology of complexity, highlighting the role of emergence, the ecology of action, and joint reflection. They suggest that viewing LS through the lens of complexity can allow teachers to gain a deeper understanding of this practice and to apply it more successfully.
Updated: Oct. 25, 2020
Considerable attention over the past several years has been given to empathy as a desirable teacher disposition. Situating empathy in a slice of the research on dispositions, the author identifies and explores several problems surrounding empathy related to expectations, definitions, measurement, inferential accuracy, and the realization of social justice. An argument is made for listening to learn as an alternative to empathy as a teaching disposition and virtue.
Updated: Aug. 20, 2020
Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice
This study investigated student teachers’ (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. The results showed that student teachers identified critical incidents related to didactical relation (57%), pedagogical relation (39%) and content relation (4%) meaningful for their learning. Within the relations, student teachers showed descriptive (43%), inferential (24%) and justified (33%) AOK in their reflections. The incidents related to pedagogical and didactical relation especially triggered descriptive and justified AOK. The results showed that teacher candidates AOK reflection started with evaluative descriptions of their teaching, and moved on to practical justifications. The study confirms that teacher candidates’ videos can extend their focus of teaching and afford more attention to student learning.
Updated: Aug. 19, 2020
Understanding the reasoning of pre-service teachers: a think-aloud study using contextualised teaching scenarios
This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously confirmed through the use of situational judgement test (SJT) methodology. The authors’ three-step analysis revealed seven concepts that highlighted the motivations and beliefs underlying the reasoning of pre-service teachers. Practical implications include professional development around decision-making during teacher education programs. Future research will explore the use of SJTs in developing key non-academic attributes for effective teaching.
Updated: Aug. 07, 2020
Looking to our Past to Re-Envision our Future: A Co/Authoethnographic Study of Teacher Candidate Supervision across International Contexts
This self-study tells the story of two international teacher education doctoral students and one faculty member as they embarked upon a co/autoethnography as a way to collectively explore experiences with and conceptualization of teacher candidate supervision across international contexts. Data collection included written autobiographical narratives, audio-recordings of reflective conversations, and various artifacts. By sharing their narratives and engaging in reflective conversations about these experiences, they gained insight into their histories in relation to the term supervision. Understanding each other’s pasts and contexts helped them gain a window into how their experiences influenced their beliefs about supervision. Specifically, they saw connections in relation to what influenced them to become teachers, relationships and the context for supervision, and the function of supervision. Their past narratives became a lens to study how they currently view supervision. This realization pushed them to develop a new vision of supervision informed by both their past experiences and their current knowledge and experiences. This study has implications for both teacher educator-doctoral student preparation and teacher educator professional development.
Updated: Aug. 05, 2020