scholarly journals A multidimensional adapted process model of teaching

2021 ◽  
Author(s):  
Riitta-Leena Metsäpelto ◽  
Anna-Maija Poikkeus ◽  
Mirva Heikkilä ◽  
Jukka Husu ◽  
Anu Laine ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Process Model ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Empirical Literature ◽  
Teacher Competence ◽  
Competence Model ◽  
Teacher Competences ◽  
Adapted Process

AbstractIn the present study, we aimed to specify the key competence domains perceived to be critical for the teaching profession and depict them as a comprehensive teacher competence model. An expert panel that included representatives from seven units providing university-based initial teacher education in Finland carried out this process. To produce an active construction of a shared understanding and an interpretation of the discourse in the field, the experts reviewed literature on teaching. The resulting teacher competence model, the multidimensional adapted process model of teaching (MAP), represents a collective conception of the relevant empirical literature and prevailing discourses on teaching. The MAP is based on Blömeke et al.’s, Zeitschrift für Psychologie, 223, 3–13, (2015) model which distinguishes among teacher competences (referring to effective performance of teachers’ work), competencies (knowledge, skills, and other individual competencies underlying and enabling effective teaching), and situation-specific skills of perceiving, interpreting, and making decisions in situations involving teaching and learning. The implications of the MAP for teacher education and student selection for initial teacher education are discussed.

Conceptual Framework of Teaching Quality: A Multidimensional Adapted Process Model of Teaching

2020 ◽  
Author(s):  
Riitta-Leena Metsäpelto ◽  
Anna-Maija Poikkeus ◽  
Mirva Heikkilä ◽  
Kirsi Heikkinen-Jokilahti ◽  
Jukka Husu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Process Model ◽  
Teaching Quality ◽  
Shared Vision ◽  
Teaching Profession ◽  
Competence Model ◽  
Knowledge And Skills ◽  
Key Competencies ◽  
Adapted Process ◽  
Multidimensional Process

A universal challenge in the field of teacher education is generating a shared vision of the key knowledge and skills needed for the teaching profession. Prior research has pinpointed a range of critical qualities necessary for teaching and other facets of a teacher’s work. However, a research-based conceptual model relevant to understanding the key competencies of the teaching profession has not yet been presented. To address this need, this paper presents a multidimensional process model of key knowledge and skills for teaching. It is adapted from the competence model of Blömeke et al. (2015), and it specifies the core professional practices, situation-specific skills, and cognitive and non-cognitive competencies that constitute high-quality teaching. The adapted model has been developed in the context of Finnish university-based teacher education and in comprehensive national cooperation among all teacher education units.

Teacher competence inventory

2019 ◽  
Vol 61 (9) ◽  
pp. 1123-1137 ◽  
Author(s):  
Kamila Ludwikowska
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Factor Model ◽  
Teacher Behavior ◽  
Teaching Profession ◽  
Teacher Competence ◽  
Changing Environment ◽  
Content Type ◽  
Teacher Competences ◽  
Quality In Higher Education

Purpose Teachers at the tertiary level play an essential role in the expansion of quality in higher education. The issue of competence and its development has particular importance in creating the new landscape of the twenty-first century. Therefore, the purpose of this paper is to develop validated inventory identifying future-oriented competences required for the teaching profession in the changing environment of higher education institutions (HEIs). Design/methodology/approach In the study, teacher competences and related teacher’s behavior were theoretically defined and underwent principal factor analysis. The survey was carried out among teachers, students and graduates of HEIs in India. Findings The analysis revealed future-oriented teacher competences resulting from the globalization process of the teaching profession. Testing the inventory indicated that there was a high Cronbach’s α reliability. Results show that the inventory enjoyed proper internal consistency for four dimensions as general teaching competences. The inventory with 66 items and four factors explained 47.279 percent of the total variance and indicated a strong factor model. Practical implications Teacher competence inventory (TCI) can be used to modernize study programs of teacher education and shift focus toward future-oriented competences required for the teaching profession in HEIs in India. Therefore, TCI could be essential to prepare teachers for the changing environment of teaching. Originality/value This study is an essential step in reorienting the process of teacher education toward professional development aimed at developing future-oriented competences in the teaching profession. It proposes to develop an instrument measuring teacher competences areas and related teacher behavior.

scholarly journals O que dizem as pesquisas sobre a Resolução de Problemas na formação inicial de professores de Matemática: um olhar sobre as fragilidades metodológicasWhat research on problem solving in the initial teacher education of mathematics says: a look into the methodological weaknesses

2020 ◽  
Vol 22 (2) ◽  
pp. 721-750
Author(s):  
Luiz Otavio Rodrigues Mendes ◽  
Ana Lucia Pereira ◽  
Marcelo Carlos de Proença
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Basic Education ◽  
Initial Teacher Education ◽  
Future Research ◽  
Point Problem ◽  
Mathematical Content ◽  
Revisión Sistemática ◽  
Starting Point

ResumoA resolução de problemas, quando trabalhada com o problema como ponto de partida, tem apresentado profícuas possibilidades no ensino superior. No entanto, quais as possíveis fragilidades quando se trabalha com esta abordagem nesta perspectiva? À vista disso, este artigo apresenta o resultado de uma pesquisa que tem como objetivo desvelar as fragilidades que se evidenciam a partir do desenvolvimento da abordagem de resolução de problemas, em que se tem o problema como ponto de partida na formação inicial de professores de Matemática, apresentadas em teses e dissertações. A partir de uma revisão sistemática da literatura, encontramos 12 pesquisas que constituíram o corpus de dados, para serem analisadas seguindo as técnicas de Análise de Conteúdo, de onde foi possível identificarmos quatro categorias. Os principais resultados revelam que as fragilidades se relacionam com: I) dificuldades quanto à falta de conhecimento sobre o conteúdo matemático da educação básica pelos licenciandos; II) dificuldades apresentadas pelos licenciandos em comunicar suas ideias a respeito do conteúdo matemático trabalhado; III) dificuldade no entendimento dos problemas pelos estudantes; e, IV) dificuldades relativas ao tempo, referentes à realização das atividades pelos licenciandos e ao desenvolvimento da abordagem de ensino. Tais apontamentos podem contribuir com pesquisas futuras que desejem traçar este caminho, aprimorando-as e contribuindo com o processo de ensino e aprendizagem da Matemática.Palavras-chave: Solução de problemas, Formação inicial de professores, Matemática.AbstractWhen working with the problem as a starting point, problem-solving has presented fruitful possibilities in Higher Education. However, what are the possible weaknesses when working with this approach from this perspective? In view of this, this article presents the result of research that aims to unveil the fragilities that are evident from the development of the problem-solving approach, in which the problem is taken as a starting point in the initial training of mathematics teachers, presented in theses and dissertations. From a systematic review of the literature, we found 12 surveys that constituted the corpus of data, to be analyzed following the Content Analysis techniques, from which it was possible to identify four categories. The main results reveal that the weaknesses are related to I) difficulties related to the students’ lack of knowledge about the mathematical content of basic education; II) students’ difficulties to communicate their ideas about the mathematical content worked; III) students’ difficulty in understanding the problems; and, IV) difficulties related to time, concerning the students’ activity performance and the development of the teaching approach. Such notes can contribute to future research that wishes to follow this path, improving them and contributing to the process of teaching and learning Mathematics.Keywords: Problem-solving, Initial teacher education, Mathematics.ResumenLa resolución de problemas cuando se trabaja con el problema como punto de partida, ha presentado posibilidades fructíferas en la educación superior. Sin embargo, ¿cuáles son las posibles debilidades de entender y trabajar con este enfoque en esta perspectiva? En vista de esto, este artículo presenta el resultado de una investigación que tiene como objetivo develar las debilidades que se evidencian a partir del desarrollo del enfoque de resolución de problemas, en el que el problema se toma como punto de partida en la formación inicial de docentes de Matemáticas, presentadas en tesis y disertaciones. A partir de una revisión sistemática de la literatura, se encontraron 12 investigaciones que constituían el corpus de datos, para ser analizadas siguiendo las técnicas de Análisis de Contenido de manera cualitativa. Los principales resultados revelan que las debilidades están relacionadas con I) dificultades relacionadas con la falta de conocimiento sobre el contenido matemático de la Educación Básica por parte de los estudiantes de docencia, II) dificultades presentadas por los estudiantes de docencia para comunicar sus ideas sobre el contenido matemático trabajado, III) dificultad presentada por los alumnos para comprender problemas y IV) dificultad relacionada con el tiempo para desarrollar actividades y aplicar el enfoque. Tales notas pueden contribuir a futuras investigaciones que deseen trazar este camino, mejorarlas y contribuir al proceso de enseñanza y aprendizaje de las Matemáticas.Palabras clave: Resolución de problemas, Formación inicial de profesores, Matemáticas

Listening and Learning through ICT with Digital Kids

2016 ◽  
pp. 1016-1037
Author(s):  
Dianne Forbes
Keyword(s):  
Student Teachers ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Social Dynamics ◽  
Case Reports ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Listening Skills ◽  
Theoretical Perspectives ◽  
Information And Communication

The following case reports on the involvement of children in online discussion with student teachers within initial teacher education in New Zealand. The focus is on listening to children, with wider implications for listening as a professional capability extending beyond the teaching profession. In this case, student teachers and pupils communicated online, exchanging ideas, debating, and engaging in co-construction of understandings around the place of Information and Communication Technologies in teaching and learning. The case explores the interaction and social dynamics observed and mutual learning experienced, with links to theoretical perspectives including constructivist and democratic pedagogies. Implications for improved practice are considered. It is argued that there is a need to explicitly teach listening skills and to encourage professionals in training to listen to clients. It is argued that the online environment is an excellent training ground for developing effective listening skills as it lends itself to reflective practice and to meta-listening awareness.

Mentor–mentee relationships as anchors for pre service teachers’ coping on professional placement

2019 ◽  
Vol 9 (1) ◽  
pp. 71-86
Author(s):  
Anat Wilson ◽  
Minh Huynh
Keyword(s):  
Teacher Education ◽  
Coping Strategies ◽  
Coping Styles ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Content Type ◽  
Mentoring Relationship ◽  
Key Factor ◽  
Coping Scale ◽  
Negative Coping

Purpose Mentor–mentee relationships are important for individual wellbeing, mental health, professional agency and confidence. In the context of an initial teacher education (ITE) programme, these relationships become a key factor. Pre-service teachers’ capacity to cope on a professional placement is closely linked to the quality of the mentoring relationship. The purpose of this paper is to identify the negative coping strategies used by pre-service teachers who struggle to cope in a school placement in Melbourne, Australia, highlighting the importance of providing quality mentorship. Design/methodology/approach A mixed-methods approach was used for the analysis of pre-service teachers’ coping on a teaching practicum and to identify common related beliefs. A total of 177 pre-service teachers, who have completed at least one supervised practicum participated in this study. The Coping Scale for Adults second edition (CSA-2) was administered alongside an open-ended questionnaire to identify frequently used coping styles and associated thoughts and beliefs. Findings The results show that pre-service teachers who favour non-productive coping strategies were more likely to express feelings of loneliness, pointed at poor communication with their mentor and described thoughts about leaving the teaching profession. Originality/value Using the Coping Scale for Adults in the context of practicum provides an insight into individual experiences. The implications of mentor–mentee relationships for individuals’ coping are highlighted. initial teacher education programs and schools have significant roles in supporting mentor–mentee relationships and practical supportive interventions are offered.

scholarly journals Gaining insight into teaching profession by using film: a preservice teachers’ experience

2019 ◽  
Vol 290 ◽  
pp. 13003
Author(s):  
Daniela-Maria Creţu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Research Question ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Instructional Tools ◽  
Analysis Technique ◽  
Second Year ◽  
Insight Into

Films can be used as instructional tools in higher education in different disciplines. In the context of teacher education, films with and about teachers and pupils are valuable resources for learning about the teaching profession. The purpose of this study is to examine the pre-service teachers’ reflections on a film with an educational content and message - The Triumph (The Ron Clark Story, 2006). One research question guided the investigation: What are the students’ cognitive and emotional gains for the teaching profession as a result of watching this film? The participants consisted of eighty-two second year students, enrolled in an initial teacher education program at a Romanian university. At the end of a one-semester course, named Pedagogy (Instruction and Students’ Assessment) pre-service teachers were invited to watch a film and then to reflect about it, by completing an open-ended questionnaire. The responses were analyzed through the content analysis technique. Examples of comments made by preservice teachers are presented and analyzed. The results show a range of understandings gained by future teachers through the use of the film.

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals Professional knowledge building in teacher education: some reflections based on Gur-Ze’ev

2019 ◽  
Vol 30 ◽  
Author(s):  
Alexandre Anselmo Guilherme ◽  
Valderez Marina do Rosário Lima ◽  
Rosana Maria Gessinger
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Teaching And Learning ◽  
Knowledge Building ◽  
Professional Knowledge ◽  
Teaching Profession ◽  
Learning Activities ◽  
Future Teachers ◽  
Undergraduate Teacher Education

Abstract This article critically discusses the topic of professional knowledge in teacher education through the lenses of Ilan Gur-Ze'ev's counter-education. It is based on a study investigating how professional knowledge building evolves through written reflections, examining the development of professional identity in the context of a course in an undergraduate teacher education course in Brazil. The research’s findings demonstrate that students gained an awareness of the potential that teaching and learning activities have for the development of concepts about the teaching profession, leading to the strengthening of their professional identity as future teachers and as what Gur-Ze'ev called 'improviser-teacher'.

scholarly journals Lärarna och lämpligheten

2018 ◽  
Vol 23 (5) ◽  
pp. 244-267
Author(s):  
Per Gerrevall
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Professional Practice ◽  
Research Group ◽  
Teaching Profession ◽  
School Level ◽  
Teacher Competence ◽  
Relational Competence ◽  
The Core ◽  
Important Field

Education of teachers and teacher competence has been an important field since the establishment of Pedagogy as science. This article relates to research concerning teacher competence and conditions for admission to teacher education. The purpose is to identify what is characterized as ineligible in connection with admission to teacher education, in assessing becoming teachers’ pedagogical actions, and in professional teachers’ vocational practice. Within a research group at Linnaeus University, we have in two projects studied the gatekeeping function to the teaching profession. The core of the projects consists of the assessment of eligibility that takes place before and during teacher training as well as during teachers’ professional practice. On admission to teacher education, it is mainly on communicative and relational grounds that an applicant may be deemed ineligible to become a teacher. In teacher education a didactical dimension is added as well as an analytical and reflective dimension, which means being able to reflect critically over practice on a scientific ground, or on ethical grounds. In teachers’ professional practice, shortcomings in communicative and relational competence as well as actions that contradict ethical grounds constitute predominant reasons for being considered ineligible. Shortcomings in educational skills are generally handled at school level.

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