Search results for: Teacher education programs
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This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which emphasises collaboration and networking in accordance with the current trend in higher education, teacher students may become empowered participants and active agents in society. The findings can be used in planning curricula, and developing programmes of higher education in general and teacher education in particular.
Updated: Apr. 17, 2021
The authors use comprehensive data on student teaching placements from 14 teacher education programs (TEPs) in Washington State to explore the sorting of teacher candidates to the teachers who supervise their student teaching (“cooperating teachers”) and the schools in which student teaching occurs. They find that, all else equal, teachers with more experience, higher degree levels, and higher value added in math are more likely to serve as cooperating teachers, as are schools with lower levels of historical teacher turnover but with more open positions the following year. They also find that teacher candidates are more likely to be placed with cooperating teachers of the same gender and race/ethnicity, and are more likely to work with cooperating teachers and in schools with administrators who graduated from the candidate’s TEP.
Updated: Feb. 17, 2021
This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme.
Updated: Dec. 30, 2020
Online collaborative mind mapping in a mathematics teacher education program: a study on student interaction and knowledge construction
The inclusion of alternative and multimodal methods for online interaction and knowledge construction in mathematics teacher education is still an incipient field. In this paper, the authors present a multiple case study of three blended courses in an elementary mathematics teacher education program at Western University. In these blended courses, the online component included the construction of collaborative mind maps. Through constructivist grounded theory methods, they analyzed teacher candidates’ mind maps as (a) final products, and (b) interaction processes. The resulting theory describes how pre-service mathematics teachers interact and construct knowledge while they engage in online collaborative mind mapping. The study provides insights into the ways that collaborative and multimodal technologies affect mathematics teacher education, and in turn, suggests how its implementation may be improved.
Updated: Dec. 03, 2020
Increasingly across the world, teachers are working with diverse groups of learners in inclusive school settings, as inclusion is seen as a strategy to promote social cohesion, citizenship and a more equitable society. Countries working towards this vision need to emphasise more effective teacher education programmes and systems that focus on enabling teachers to engage in inclusive practice in order to provide high-quality education for all learners. The purpose of this paper was to cast a light on different views of how to prepare teacher students for work in inclusive school settings. The aim is to gain knowledge and understanding of the organisation of initial teacher education at the University of Iceland.
Updated: Nov. 01, 2020
Despite their increasing population, many teacher preparation programs have yet to provide adequate preparation for teaching Emergent Bilinguals (EBs). To respond to this situation and to the high demand for effective teachers of EBs, the authors investigated how preservice teachers (PSTs) adapt mathematics lesson plans for EBs. Twenty-one secondary mathematics PSTs, enrolled in two university-based programs, participated in this study and developed lesson plans for EBs. The authors’ analysis revealed that although the PSTs frequently implemented visuals and group work strategies for EBs, they need to better integrate EBs’ funds of knowledge and academic language support.
Updated: Sep. 13, 2020
This article presents a scoping review of the 103 empirical studies focused on coteaching in teacher education to enhance conceptual clarity and heighten understandings of the nature and extent of such research. The authors map the methodological characteristics of these studies that serve to the breadth and depth to which coteaching in teacher education has been examined. Next, they describe the outcomes and phenomena explored by the 103 studies to reveal the intended results as well as points of tension for coteaching in teacher education. Finally, they couple an analysis of coteaching definitions within these studies with an analysis of the ways in which coteaching is implemented in teacher education. Notable findings of this scoping review include the extensive range of ways coteaching is implemented across the preservice teacher education curriculum, the variety of aims for coteaching in these contexts, and the need for continued grounding in frameworks to enhance understandings of coteaching practices and impacts for stakeholders including P–12 students, inservice teachers, teacher candidates, and university faculty.
Updated: Sep. 11, 2020
Pre-service teachers’ job-related perceptions of teaching in rural areas: a study of the free teacher education programme in mainland China
This article examines the development of pre-service teachers’ job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers’ perceptions were constructed through relative perspectives, professionality orientation, and realistic expectations during the process of FTE teacher education. Pre-service teachers employed utilitarian concerns to increase access to prestigious universities to the detriment of their academic interests. The professionality orientation of the FTE programme held a profile of isolated curriculum modules, urban-centred approach, and theory-practice divide, resulting in pre-service teachers’ fragmented body of knowledge and weak rural consciousness. Although participants saw significant improvement in living and working conditions of rural schools, their negative perceptions were magnified due to this weak rural consciousness. This study argues that the FTE programme needs to integrate separated courses and embed the components of rural settings in addition to current financial incentives.
Updated: Aug. 29, 2020
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
This case study describes how leaders from three teacher education institutions utilized a technological, pedagogical, and content knowledge (TPACK) leadership diagnostic tool in the design, development, and implementation of technology rich initiatives. Participants were interviewed to find out how the diagnostic tool guided their decision making. Content analysis and a priori coding were used to analyze transcripts along with constant comparative methods to explore elements within the diagnostic tool and identify additional codes. Results indicate that education leaders utilized the TPACK leadership diagnostic tool in different ways to guide the design, development, and implementation of their technology initiatives. Participants also provided recommendations for how the diagnostic tool and its use might be enhanced in order to support change.
Updated: Jan. 05, 2020