Search results for: Initial teacher education
Page 2/6 54 items
This In Practice paper reports on an autoethnographic study based on the author’s 12-week teaching practicum experience in two secondary schools in an initial teacher education programme to professionally develop himself as a teacher educator. As a novice teacher educator, the author took on the role as a student teacher in the practicum. Through ongoing dialogues with different stakeholders in schools and the author’s own reflective self, the practicum experience provided an opportunity for the author to understand the tension between theory and practice, learn to give feedback as a teaching practicum supervisor and facilitate the development of schools. This paper offers implications on the benefits of engaging in self-study such as autoethnography in the school context for novice teacher educators to understand the educational reality and professional lives of schoolteachers as well as professionally develop themselves in their teacher education career.
Updated: Jan. 25, 2021
This study investigated differences between the inquiring attitudes of student teachers who followed an academic programme and student teachers who followed a professional programme in teacher education. Differences between students were assessed through a survey among 260 students and interviews with nine students. Differences between the curricula of both programmes were explored through a curriculum analysis. In particular, academic students appeared to have a more inquiring attitude than professional students. They had a more critical attitude towards classroom situations and a higher motivation to use and perform research. Teacher research was integrated in the curricula of both academic and professional programmes. However, the academic programme addressed a larger variety of forms of research and the focus on research was more consistent throughout the programme than in the professional programme.
Updated: Dec. 30, 2020
This paper undertakes a critical review and analysis of the recent developments in teacher education in Pakistan to situate different models of teacher education funded by donor agencies against international development in teacher education and the political economy dynamics of teacher education in Pakistan. The paper’s central thesis is that despite the prevalent and overwhelming trends, of which Pakistan is possibly a willing or unwitting recipient, there are clear indications that the so-called international standardisation of teacher education models and practices are being critically considered and that more contextualisation is required. This paper recommends areas of research to support iterative development of contextual models of teacher education through an evidence-based approach. This can then better inform teacher education policies and practices. Also, it can focus on the desired teacher development outcomes within the context of a developing country and the educational milieu that is particular to Pakistan.
Updated: Dec. 14, 2020
Teacher-Researcher Development? Unpacking the Understandings and Approaches in Initial Teacher Education in Kosovo
The purpose of this study is to examine student teachers’ and teacher educators’ understandings of and approaches to teacher-researcher development in initial teacher education in Kosovo within the research-based education movement. The study used a qualitative research design. The data were collected through open questionnaires (n = 270 student teachers), interviews (n = 15 teacher educators), and programme content (n = 5) at two initial teacher education institutions in Kosovo. Using Healey and Jenkins’s research curriculum categories as a guiding framework, the study identified four clusters of contradictory understandings and approaches relating to teacher educator practice and programme values and goals, fragmenting the context of teacher-researcher development in Kosovo. In order to build consensus in teacher-researcher development, coordinated efforts are recommended to address the current isolated and differing understandings and practices within the broader context of initial teacher education.
Updated: Dec. 13, 2020
The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. The author analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System (ECTS) weightings for educational research courses across initial teacher education programmes in Slovenia.
Updated: Dec. 12, 2020
This article reports on the results of an exploratory study, based on an ‘intervention’, to determine pre-service teacher student responses to new feedback processes in an initial teacher education course. The results indicated that responses to feedback varied considerably, ranging from those students who preferred more regular feedback mechanisms (such as criteria sheets and annotations on student scripts), to those who preferred a different approach that de-emphasised the role of assessor feedback, and encouraged critical self-reflection and ownership of the learning process in order to promote the development of tacit assessment knowledge. The conclusions are that there is no one feedback mechanism that works best for all students, and that feedback processes are most effective when customised to individual students.
Updated: Dec. 10, 2020
The main objective of the research described here was to learn how young learners self-evaluate their digital competence. A non-experimental and descriptive quantitative methodology was employed, an electronic survey being used to collect the data. Among the main results, the authors highlight that these learners self-evaluate their attitude towards Information and Communication Technologies (ICT) as favourable, their handling of them as moderate and their knowledge of them as scarce. It became clear that they do not have a level of digital competence suitable for being called ‘digital natives’, nor sufficient ability to use ICT in their academic life or in their professional future.
Updated: Nov. 27, 2020
In this study the career motivations and values of regional candidate teachers are investigated using a mixed methodology. Expectancy–value theory (Wigfield & Eccles, 2000) supports the understanding of motivations through the use of four key value categories: interest, utility, attainment and cost. A total of 135 pre-service teachers were surveyed using a modified survey instrument. This study addresses a gap in career motivational literature by exploring the motivations of regional teacher candidates. Current research indicates that quality staffing in Australian regional schools remains a significant concern. Findings indicated that candidates’ motivations tended to be aspirational, yet there also exist strong pragmatic imperatives for choosing teaching. Career motivations were aligned to job opportunities in local communities, as well as the desire for social contribution. The findings have implications for university programs in terms of developing teacher agency and supporting career pathways.
Updated: Nov. 20, 2020
A Comparative Investigation of First and Fourth Year Pre-service Teachers’ Expectations and Perceptions of Emotional Intelligence
This article reports on the perceptions and expectations of pre-service teachers (PSTs) on the role of Emotional Intelligence (EI) taught as part of a teacher preparation course. The research was conducted across core units in first and fourth years of an undergraduate education degree in an Australian university. The researchers used a mixed method study. Online survey data from 208 students were analysed, using descriptive statistics for quantitative data and thematic analysis for open-ended responses. Results indicate that PSTs’ understandings of EI included awareness and management of emotions in oneself and others. They perceived EI as highly important to teachers in various aspects of teaching such as classroom management, student well-being and classroom pedagogy. Additionally, first year students stated that they expected to learn about EI in their teacher education program, however fourth year students expressed that they had not learnt about EI during their course.
Updated: Nov. 18, 2020
Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge
This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s chi-square test was used to compare the differences in types of practical knowledge that student teachers communicated when reflecting on meaningful events. Results indicate that video recordings facilitated the selection of meaningful events related to various aspects of teaching. Moreover, reflecting on empowering events advanced theoretical reasoning, while reflecting on challenging events advanced artefacts: i.e. knowledge that could guide student teacher actions in various teaching situations. Therefore, this study offers valuable insight into the kinds of knowledge student teachers construct in their teaching practice.
Updated: Oct. 23, 2020