Section archive - Programs & Practicum
Page 8/37 367 items
From Utopia to Reality: Trans-Formation of Pedagogical Knowledge in English Language Teacher Education
In this article the author reports on a study of some English language student-teachers’ trans-formations of knowledge about language education. The question that guided the study was: How are English language student-teachers’ formative pedagogical and research experiences portrayed in a transformative and critical outlook for initial teacher education? Reflections, perceptions, and conceptions served as data and were collected by means of diaries, interviews, and degree projects or monographs. From the analysis of data, two main themes emerged: “Going Back and Forth from Utopia to Reality” and “EFL Student-Teachers as Novice Critical Researchers”. A conclusion was that the participants’ trans-formations mediated by pedagogical and research agendas represented alternatives with high levels of sensitivity towards socially associated issues in language education.
Updated: Aug. 08, 2019
In this study, the authors examine the impact of a community service learning course on undergraduate students’ decisions to pursue careers as special education teachers or related service providers. 134 participants completed a course involving volunteer service with persons with disabilities in the local community and were surveyed as to whether they were interested in pursuing a career in special education upon graduation. Their findings indicated that contact with a person with a disability through community service learning was a factor in influencing participants’ willingness to enter the field of special education.
Updated: Jul. 29, 2019
Toward a Model of Learning and Transfer: A Review of Instructional Methods and Learning Outcomes in Special Education Teacher Preparation
In this article, the authors present a model of learning and transfer based on the How People Learn theoretical framework. Guided by this framework, a review of literature resulted in 12 experimental, quantitative studies of instructional methods delivered primarily within university classroom-based settings, measuring preservice teachers' (PSTs’) outcomes at increasingly deeper levels of learning and transfer. Findings indicate various instructional methods within university coursework lead to strong, positive learning outcomes for PSTs, with most studies measuring knowledge acquisition and conceptual application of knowledge. Yet, more studies are needed to evaluate the effectiveness of coursework on teacher candidates’ application for and within classroom settings, as well as students’ outcomes. Implications and future research are discussed.
Updated: Jul. 29, 2019
Investigating the Impact of edTPA Professional Development on Classroom Practice and Student Teaching Experience
In this study, the authors examined the impact of an edTPA professional development workshop designed specifically for cooperating teachers (CT) on cooperating teacher practice and teacher candidate edTPA assessment scores. They found that teacher candidates placed with CTs who have received edTPA professional development can benefit from increased CT knowledge about the edTPA assessment.
Updated: May. 30, 2019
Teacher preparation programs (TPPs) have received a great deal of policy and research attention of late. And despite the commonsense notion that preparation for formal classroom responsibilities should improve the readiness of teacher candidates, the value of formalized preservice teacher education is unclear. In this review of the quantitative evidence about teacher preparation programs, the author finds that most studies show only minor differences in the value added of teachers who graduate from different programs, and that there are only a few studies that focus on the association between the features of teacher preparation and teacher workforce outcomes.
Updated: May. 26, 2019
Preparing Pre-service History Teachers for Organizing Inquiry-Based Learning: The Effects of an Introductory Training Program
This study examines the effects of a pre-service teacher training on inquiry-based learning (IBL) in history education. This training consisted of a workshop and an assignment that required student teachers to prepare and implement an IBL activity during their teaching internship. The findings reveal that student teachers found the workshop valuable, and afterwards felt significantly more capable to organize IBL activities in the classroom. The authors found that the workshop was also able to convince student teachers of the value of IBL. After its ending, almost all student teachers indicated that they mainly wanted to use sources for conducting full-scale investigations, whereas, previously, about half of them had held a different opinion.
Updated: Nov. 14, 2018
This article investigates the trajectories of the student teachers’ changing conceptions of teaching and learning approaches throughout their undergraduate programme. The results reveal that all participants agreed that student-centred teaching approaches were the best teaching strategies in both years 1 and 4 of the BEd programme. The findings also indicate that three factors: faculty, learners’ attitudes towards learning and ability to integrate different learning resources, influenced the development of the student teachers’ conceptions of teaching and learning approaches. The authors present three types of trajectories: guided touring, experiential detouring and self-guided touring, as the changes in both conceptions of teaching and learning approaches.
Updated: Oct. 25, 2018
The Distinction between Inquiry-Based Instruction and Non-Inquiry-Based Instruction in Higher Education: A Case Study of What Happens as Inquiry in 16 Education Courses in Three Universities
This case study aims to empirically distinguish between common dimensions of inquiry-based instruction (IBI) and non-IBI dimensions. Furthermore, the authors were interested to identify the common and unique underlying dimensions of instruction that explain what kind of IBI is being provided within courses taught by instructors who describe themselves as making IBI part of their instruction. The findings reveal that IBI instructors' planning was more thorough and not directly tied to a textbook. IBI instructors scaffolded their courses through activities and evaluation of student learning.
Updated: Sep. 05, 2018
This study aimed to investigate the motivating factors for choosing the teaching profession by nontraditional, post-baccalaureate candidates who had returned to higher education to pursue an initial teaching license. The authors found that participants noted intrinsically motivated factors and more pragmatic motivators. The authors categorized the intrinsic motivators as noble causes, which included the opportunity to share their love for learning or to make a difference in society or students’ lives. The pragmatic motivators included the need for a career change or the perceived benefits of the teaching career.
Updated: Jul. 18, 2018
This article aims to present a systematic review of research studies on school practicum to identify the main critical points and also provide a wider perspective to the researchers in the field. The findings reveal that many of the reviewed studies take pre-service teachers as their main participants. Furthermore, the authors examined the main issues that emerged regarding mentoring. This article also found that many practicum studies are relatively small-scale studies since they are mainly qualitative focused and findings derived from a relatively small sample.
Updated: Jul. 12, 2018