Instruction in Teacher Training (930 items)To section archive

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The author studies the implementation of a Massive Open Online (MOOC) initiative which involved two distinct teacher education institutions at higher education institutions (HEIs), and where the implementation was led by a governmental body. Her aim was to see in what ways this initiative changed the teacher education involved, in terms of institutional organisation and pedagogics. Based on interviews with stakeholders from the government and from the two HEIs, she found that the process of implementing and piloting the MOOC faced various sorts of resistance. Her study might serve as a contribution to researchers and practitioners involved in development and running MOOCs as cross institutional initiatives, in that it addresses the diversity of challenges new study models are facing within HEIs.
Published: 2018
Updated: Sep. 12, 2019
In a comparative study of student teachers in Finland and South Africa, the researchers aimed to capture students’ views of how and what they had learned from practice in two university-affiliated primary schools. With data from survey questionnaires, the authors found that students in the two customized programmes accentuated different domains of teacher knowledge. The newly established teaching practice school in Johannesburg afforded closer integration of university and school practicum experiences for students than the well-established school in Helsinki. The authors conclude that an innovative teacher education model can be re-invented in a significantly different context and also add new dimensions to the original.
Published: 2018
Updated: Sep. 12, 2019
In this paper, the authors argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, the authors propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. They provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.
Published: 2017
Updated: Sep. 12, 2019
This research study evaluated the professional development of two groups of pre-service biology teachers during a year-long biology didactics course in two different academic institutions. Verbal and qualitative analyses of lesson transcripts were employed to characterize explicit knowledge, while content and cluster analyses of the repertory grid technique were employed to characterize tacit knowledge. The group of pre-service teachers with lower content knowledge (CK) and more teaching experience during their training was concerned with student- and teacher-centered practices. The group with higher CK and less teaching experience was concerned with high-order thinking skills and the knowledge gap between themselves and their students.
Published: 2019
Updated: Aug. 15, 2019