Search results for: Initial teacher education
Page 2/4 32 items
Examining Professional Learning and the Preparation of Professionally Competent Teachers in Initial Teacher Education
The current paper reports a mixed-methods study showing the relationship between student teachers’ engagement with the practical and conceptual aspects of a Postgraduate Diploma in Education (PGDE) Programme in Hong Kong and different facets of their perceived professional competence. The results show that experiences associated with learning the pragmatic facets of professional practice were more valued by student teachers compared to learning the conceptual aspects of ITE.
Updated: Sep. 10, 2017
#FramingFragmentsofThought - Exploring the Role of Social Media, in Developing Emergent Reflective Practitioners in Initial Teacher Training
This article explores Initial Teacher Training (ITT) undergraduates’ propensity to reflect upon professional practice through utilising social media networks [specifically Twitter] as a professional learning and/or teaching tool. It explores whether collaboration in the social network [acting as a community of practice] enables reflective discourse and analysis of professional practice with emergent practitioners in ITT and whether this instigates pedagogical change.
Updated: May. 14, 2017
The Development of an Implementation Model for ICT in Education: An Example of the Interaction of Affordances and Multimodality
This article explores issues staff and students in initial teacher education (ITE) organisations faced in implementing a series of information and communication technology (ICT) projects.To help those implementing ICT projects in education to unravel the nature of these interactions, the authors used their cross-case analysis to develop an implementation model. The model is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies.
Updated: Nov. 28, 2016
Teaching Assistants and Teacher Education in England: Meeting their Continuing Professional Development Needs
This article explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development )CPD) needs in relation to this role. Most of the teaching assistants who participated in the research project worked in schools where initial teacher education (ITE) took place. However, teaching assistants were generally not given guidance on the needs of individual ITE trainees or information on Standards for QTS by their schools or by university-based tutors when visiting the school. Conclusions from the findings were that the majority of teaching assistants would welcome specific CPD in the area of ITE trainee support in schools and the potential role for teaching assistants within this.
Updated: Jul. 25, 2016
The Preparation of Highly Motivated and Professionally Competent Teachers in Initial Teacher Education
This study examines the relationship between different types of teaching motivation and (1) various facets of professional competence and (2) planned engagement in future teaching. The findings show the positive association between ‘intrinsic–altruistic motivation constellation’ and selected facets of professional competence. Two major professional orientations of the ‘intrinsic–altruistic motivation constellation’ were identified: (1) student-centred orientation and (2) subject-centred orientation.
Updated: Jul. 18, 2016
The purpose of this article is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. The findings reveal that LLS mentors and trainee teachers are uncertain about their roles. In the UK and several countries, mentoring is dominated by an instrumental assessment-focused approach, whereby social justice is marginalised. In contrast, what the authors call social justice mentors establish collaborative democratic mentoring relationships, create spaces for critical reflection, support trainees to experience different cultures, develop inclusive critical pedagogies, and generally act as advocates and foster passion for social justice.
Updated: Nov. 11, 2015
This article argues that induction into research techniques as a means of exploring practical challenges can lead to knowledge production and ownership. Its explicit aim is to introduce student teachers to a range of information sources, including a variety of research tools, with which they engage critically to gain confidence in making well-informed though flexible and cautious professional decisions. It offers examples of the use of small-scale research projects as a valid means of ‘discovery learning’ in pre-service teacher education. The authors recognise that engagement in research remains a minority activity for practising teachers. However, participants' writings show that it is possible as a novice researcher to understand the potential and pitfalls of research, to generate new knowledge and to undergo deep personal learning through designing and implementing a small-scale project.
Updated: Sep. 01, 2015
Three research instruments were designed to explore how mentors judge readiness to teach during final practicum placements. This article describes the three instruments. It discusses how the three tasks worked as ways to understand how people judge readiness to teach and as ways to develop mentors’ judgement making.
Updated: Jun. 10, 2015
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE
The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the Pedagogy and Curriculum module of the course. This study examines whether the participants felt confident implementing cooperative learning and if they thought this helped them deliver the new curriculum in Scotland, Curriculum for Excellence. The findings reveal that the capacity of student teachers to engage with cooperative learning was positive. Furthermore, the engagement of departments with any active learning practices had a positive effect on student teachers’ confidence in delivering cooperative learning in the classroom.
Updated: Jun. 17, 2014