Teacher Education Programs (303 items)To section archive

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Troops to Teachers (TtT) is a UK governmental scheme introduced in 2013 to facilitate ex-military service personnel to re-train as teachers. This narrative study explores the accounts of a sample of new TtT trainees at the onset of their training and considers their motivations for career changing, potential transferable attributes and skills, aspirational teacher identities and anticipated challenges. Emerging from these rich narratives is a strong, shared commitment to the trainees’ chosen new career. Self-discipline is identified as a professional quality to take into teaching from military service, whilst maintaining discipline in the classroom is more commonly regarded as an area of concern and challenge, rather than as a transferable skill set, challenging core governmental expectations of the Troops to Teachers initiative. However, the importance of and a desire and commitment to continue to ‘serve’, is widely held, reflecting a particular narrative refraction of the TtT trainees. This provides potential for further, perhaps longitudinal study, as the troops become teachers. The study affirms the potential for further investment in a wider recruitment strategy for career-change teachers more generally, as providing an experienced and motivated professional workforce for schools.
Published: 2019
Updated: Jan. 05, 2020
This study reports on shadowing’s potential as an observational and preparatory tool for learning, drawing on data obtained from a group of EFL student teachers who undertook a practicum. EFL student teachers’ perceptions of the shadowing technique and how shadowing contributes to practical knowledge, are focused on. Data were collected through semi-structured interviews and reflective reports after a shadowing experience of three weeks. Student teachers were found to have positive perceptions towards the shadowing technique, and a considerable development in their practical knowledge was also observed. The study recommends integration of shadowing into EFL practicum courses as a more rigorous approach.
Published: 2019
Updated: Nov. 10, 2019
Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, the authors find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs they find that degree production increased, yet the diversity of the graduates declined.
Published: 2018
Updated: Aug. 11, 2019
The authors undertook this systematic review in order to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria were included in this review. The authors found that blended learning that the majority of the studies confirmed that blended learning had a positive impact on attaining academic course outcomes. They also found that a blended learning environment contributed to pre-service teachers developing positive attitudes towards the courses. In addition, they also concluded that face-to-face aspects of the courses were favoured considerably asthey enhanced social interaction between peers and teachers. The authors recommend that pre-service teacher education curricula be modified by infusing ICT into the entire program through blended learning rather than delivering isolated ICT courses. They suggest that this may thus serve as catalysts for prospective teachers to integrate the use of ICT in their own teaching.
Published: 2018
Updated: Aug. 11, 2019