Search results for: Initial teacher education
Page 5/6 54 items
Newly Qualified Teachers’ Reflections on the Quality of Initial Teacher Education in the Republic of Ireland
This article discusses the impact of initial teacher education )ITE) on teachers’ professional experiences around the classroom teaching and interpersonal relationships with colleagues and parents. This article also explores what areas newly qualified teachers (NQTs( identified as deserving more attention within college courses. This article discusses the findings of a large scale mixed-methods research conducted on a variety of early professional experiences of beginning primary teachers in the Republic of Ireland. The findings reveal that majority of the sample expressed that they generally felt well prepared for teaching and carrying out teaching duties through their first year in practice. In addition, majority of preservice teachers identified teaching practice as the most important element of the ITE course. However, majority of the beginning teachers identified teaching methods as the most important element of the ITE course.
Updated: Oct. 06, 2014
Modelling in Initial Teacher Education (ITE): Reflections on the Engagement of Student Teachers with Cooperative Learning in ITE
The participants were experientially trained in cooperative learning approaches through modelling by their tutor for the Pedagogy and Curriculum module of the course. This study examines whether the participants felt confident implementing cooperative learning and if they thought this helped them deliver the new curriculum in Scotland, Curriculum for Excellence. The findings reveal that the capacity of student teachers to engage with cooperative learning was positive. Furthermore, the engagement of departments with any active learning practices had a positive effect on student teachers’ confidence in delivering cooperative learning in the classroom.
Updated: Jun. 17, 2014
This article draws on the Scottish experience of undertaking research as part of the reforming process of an undergraduate program in initial teacher education. The article examines the tripartite tensions created by differing perspectives and rationales with respect to teacher education: policy, research and practice. The authors' experiences and reflections lead them to some conclusions about the nature of research-based practice in a policy-driven initiative.
Updated: May. 26, 2011
This article discusses the findings of a research study undertaken by a group of providers of ITE (initial teacher education) in England aiming to examine current issues relating to the recruitment and retention of male students in primary ITE. This research examined views of both successful male and female trainees on ITE courses and their course providers. The findings indicated that gender was overwhelmingly seen as irrelevant by trainees themselves. The study also identified successful strategies for retention and completion.
Updated: Dec. 26, 2010
This case study examines the perceptions of a group of trainees on the employment-based graduate teacher programme (GTP) towards the close of their initial teacher education. Seven trainees were selected to participate in the study. Data were collected by conducting a series of semi-structured interviews. Findings suggest that GTP trainees were able to identify ways in which 'theory' had positively influenced their practice. However, the authors claim that most workplace learning occurs on the job and that this masks an uncertain interplay between formal and less formal elements of how trainee teachers learn on the employment-based GTP route studied here.
Updated: Dec. 26, 2010
Alternate Routes in Initial Teacher Education: A Critical Review of the Research and Policy Implications for Hong Kong
The authors use Hong Kong's policy on initial teacher training as a case study of the interplay between international trends and local policy. Traditionally initial teacher preparation in most countries has been based in higher education institutions. In recent years, alternative routes for initial teacher education have proliferated in the United States and the United Kingdom. The authors claim that these trends have had significant impact on Hong Kong's policies for initial teacher preparation.
Updated: Mar. 02, 2009
In this article, the authors focus on the way in which politics and policy have impacted on one of the defining features of teacher education provision in England - that of 'partnership'. In particular the authors examine the way in which the concept and practice of partnership has been transformed in line with New Labour's 'Third Way' politics. In order to do this, the authors reflect on their recent evaluation of the National Partnership Project (NPP). This is an initiative established by the Training and Development Agency for Schools to increase the quality and quantity of schools' involvement in initial teacher education.
Updated: Feb. 12, 2009
This article investigates the extent to which political devolution has influenced the nature of education policy-making in Scotland. The article uses initial teacher education and early professional development as a case. The processes of change in Scotland appear to have been less radical and at a slower pace than in England; however, they have been achieved through a more consensual process and so in the long term are likely to be more embedded than those in England.
Updated: Feb. 12, 2009
This paper considers whether there is value in introducing student teachers to schools of different ethos as part of their initial teacher education. A 2-year study of undergraduate post-primary student teachers at a university college in Northern Ireland reveals that encounters with schools of different ethos can help student teachers to understand differences between schools and their visions of education, as well as correcting misunderstandings and challenging stereotypes.
Updated: Jan. 21, 2009
The paper evaluates a programme of short alternative placements for final-year B.Ed. students in Northern Ireland. This programme aims to broaden student teachers’ experience and develop their transferable skills.
Updated: Jan. 19, 2009