International Portal of Teacher Education
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Search results for: Transformation
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In this research, teacher education and competencies are examined in the transition to the digital transformation process in Northern Cyprus.
In addition, tools for measuring digital competencies and teacher-oriented changes will be introduced.
It is thought that determining the competencies of teachers and the tools measuring these competencies within the scope of the digitalization process will be effective in ensuring quality in education on behalf of Northern Cyprus in the future and will shed light on future research.
In the literature review, although the number of studies of Northern Cyprus in measuring the digital competence of teachers/teacher candidates’ is remarkable, it has been determined that there are not enough with respect to the importance of the subject.
Considering the rapid transition and adaptation to the digital transformation process, especially during the pandemic period, since teachers are the most important part of digital education, it is foreseen that more qualitative or quantitative research is needed to interpret and measure digital competencies.
Published: 2022
Updated: Jun. 27, 2022
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This article reports on a programme which applied the conceptual framework of critical transformative dialogue, developed as a part of the health profession to the context of teacher education. The programme applied the processes of critical transformative dialogue in the development of a series of core skills of teaching with first-year pre-service teachers. Participant feedback following professional placement indicated their acknowledgement of the value of engaging in critical transformative dialogues as a tool for professional learning. The participants responses indicated an appreciation of the opportunities provided to rehearse and engage in dialogue and reflection to support the development of core practices. These rehearsed skills were described as making the participants feel more able to contribute to the overall educational experience of the children in the pre-service teachers’ placement classes.
Published: 2014
Updated: Feb. 21, 2017
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This article explores the work of teacher education in England and Scotland. It seeks to locate this work within conflicting sociocultural views of professional practice and academic work. Drawing on an activity theory framework that integrates the analysis of these seemingly contradictory discourses with a study of teacher educators’ practical activities, including the material artefacts that mediate the work, the article offers a critical perspective on the social organisation of university-based teacher education.
Published: 2013
Updated: May. 04, 2016
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This article documents the impact of a study visit to south India in 2007 on students following courses in initial teacher education at Canterbury Christ Church University, UK. The main finding was that the study visit was a powerful learning experience which transformed students' thinking by creating dissonance on a cognitive, emotional and existential level.
Published: 2009
Updated: Nov. 09, 2009
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This paper reports a three-year study of Praxis Inquiry based developments in teacher education undertaken by an international consortium of university colleagues who have worked in Australia, Iceland, Latvia, and the United Kingdom.
Published: 2008
Updated: Mar. 09, 2008