Teacher educators’ understanding of integrating lesson study into pre-service teacher education

Teacher Education ◽

Education Reform ◽

Lesson Study ◽

Teacher Educators ◽

Two Dimensions ◽

Effective Teacher ◽

Structured Interviews ◽

Abstract In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

Action research as a bridge between pre‐service teacher education and in‐service professional development for students and teacher educators

European Journal of Teacher Education ◽

10.1080/02619760500269418 ◽

2005 ◽

Vol 28 (3) ◽

pp. 293-310 ◽

Cited By ~ 44

Author(s):

Kari Smith ◽

Orly Sela

Keyword(s):

Teacher Education ◽

Action Research ◽

Teacher Educators ◽

Service Professional ◽

Advancing Teacher Education through Faculty Development

Brock Education Journal ◽

10.26522/brocked.v19i1.117 ◽

2009 ◽

Vol 19 (1) ◽

Cited By ~ 1

Author(s):

Julian Kitchen

Keyword(s):

Teacher Education ◽

Faculty Development ◽

Education Reform ◽

Teacher Educators ◽

Teacher Educator ◽

Effective Teacher ◽

Teacher Education Reform ◽

The North ◽

Body Of Knowledge

In light of a growing body of knowledge on effective teacher education practices and programs, more attention needs to be given to faculty development as a means of reforming teacher education. After identifying key themes in the North American teacher education reform literature since the 1980’s, the author identifies some of the challenges to the professionalization of both clinical faculty and professors of education. The paper concludes with the identification of four possible components of a pan-Canadian program of professional development for teacher educators: initial teacher educator preparation; ongoing professional development; practitioner research by teacher educators; and disseminating teacher education research and reforms.

The Use of Video Technology in Pre-service Teacher Education and In-service Teacher Professional Development

Cases of Mathematics Professional Development in East Asian Countries ◽

10.1007/978-981-287-405-4_14 ◽

2015 ◽

pp. 229-247 ◽

Cited By ~ 3

Author(s):

Kim Koh

Keyword(s):

Teacher Education ◽

Teacher Professional Development ◽

Video Technology ◽

Teacher Professional ◽

Teacher Professional Development in Finland: Towards a More Holistic Approach

Psychology Society & Education ◽

10.25115/psye.v7i3.519 ◽

2015 ◽

Vol 7 (3) ◽

pp. 279 ◽

Cited By ~ 20

Author(s):

Hannele NIEMI

Keyword(s):

Teacher Education ◽

Teacher Professional Development ◽

School Community ◽

Professional Autonomy ◽

Service Research ◽

Induction Phase ◽

Teacher Professional ◽

ABSTRACT: The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.

Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education - Advances in Higher Education and Professional Development ◽

Online Mathematics Teacher Professional Development

10.4018/978-1-7998-1476-4.ch012 ◽

2020 ◽

pp. 203-215

Author(s):

Sandra B. Nite ◽

Ali Bicer

Keyword(s):

Teacher Education ◽

Teacher Professional Development ◽

Mathematics Teachers ◽

Mathematics Teacher ◽

Mathematics Teacher Education ◽

Teacher Professional ◽

Blackboard Learn ◽

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

English as a lingua franca defined by pre-service teachers: insights from theory and practice

Journal of English as a Lingua Franca ◽

10.1515/jelf-2021-2061 ◽

2021 ◽

Vol 10 (2) ◽

pp. 235-259

Author(s):

Elif Kemaloglu-Er ◽

Yasemin Bayyurt

Keyword(s):

Teacher Education ◽

Theory And Practice ◽

Structured Interviews ◽

Lingua Franca ◽

English Classrooms ◽

Education Model ◽

Abstract Despite the sheer reality of English used as a lingua franca in and outside L2 English classrooms, many teachers are still unaware of the concept of English as a lingua franca (ELF), which makes integration of ELF awareness into teacher education essential. This study presents an “ELF-aware” education model for pre-service teachers and analyses the definitions of ELF made by the pre-service teachers exposed to this model before, during and after their training and documents the ways they changed, if any. The data were collected by an open-ended questionnaire and semi-structured interviews which were thematically analysed. According to our findings, ELF conceptualizations reveal increased awareness. Perceptions of ELF changed from a global concept to a communicative construct and ultimately to a humanistic pedagogical perspective accepting non-native users of English with their own variability. The data imply the evolving roles of the participants from (i) outsiders to ELF to (ii) ELF-aware users and owners of English and ultimately to (iii) potential ELF-aware practitioners and disseminators of ELF knowledge. With variability of definitions and implied roles changing at each phase of the training, the ELF-aware pre-service teacher education model has proved to be effective in making the participants increasingly aware of the ELF concept.

Developing Knowledge and Leadership in Pre-Service Teacher Education Systems

Australian Journal of Environmental Education ◽

10.1017/aee.2015.24 ◽

2015 ◽

Vol 31 (2) ◽

pp. 194-207 ◽

Cited By ~ 7

Author(s):

Jo-Anne Ferreira ◽

Lisa Ryan ◽

Julie Davis

Keyword(s):

Teacher Education ◽

Teacher Educators ◽

Education For Sustainability ◽

Change Strategies ◽

Education Systems ◽

Teacher Education Institutions ◽

Pre Service Teacher ◽

Academic Area ◽

Change Efforts

AbstractPre-service teacher education institutions are large and complex organisations that are notoriously difficult to change. One factor is that many change efforts focus largely on individual pre-service teacher educators altering their practice. We report here on our experience using a model for effecting change, which views pre-service teacher education institutions and educators as a part of a much broader system. We identified numerous possibilities for, and constraints on, embedding change, but focus only on two in this article: participants’ knowledge of change strategies and their leadership capacities. As a result of our study findings and researcher reflections, we argue that being a leader in an academic area within pre-service teacher education does not equate to leadership knowledge or skills to initiate and enact systems-wide change. Furthermore, such leadership capacities must be explicitly developed if education for sustainability is to become embedded in pre-service teacher education.

Globalization and the Reform of Faculties of Education in Egypt: The Roles of Individual and Organizational, National and International Actors

Education Policy Analysis Archives ◽

10.14507/epaa.v19n15.2011 ◽

2011 ◽

Vol 19 ◽

pp. 15 ◽

Cited By ~ 1

Author(s):

Mark Ginsburg ◽

Nagwa Megahed

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Education Reform ◽

World Bank ◽

Organizational Factors ◽

Policy And Practice ◽

Faculty Of Education ◽

Faculties Of Education ◽

In this paper we outline the history of institutionalizing pre-service teacher education in Egypt, and then examine efforts in the mid-1990s to the mid-2000s to reform faculties of education. We document previous criticisms of and proposed changes in teacher preparation programs, but note that concerted reform efforts occurred only after the Egyptian government in the 1990s focused on improving educational quality, including teacher preparation, and the World Bank and USAID also put the issue pre-service teacher education on their agendas – and committed funds for this purpose. We also describe how the proposed reforms of policy and practice (e.g., improving assessments of entrants and graduates, increasing a focus on practice versus theory in coursework, expanding the amount of time devoted to field experiences, and organizing “induction” programs to support and guide new teachers) reflected global teacher education reform discourses characteristic of the 1990s and 2000s. However, rather than treating globalization as a process without real actors, we trace how these ideas were promoted by many Egyptians and non-Egyptians (e.g., faculty of education staff and Ministry of Higher Education personnel, but also World Bank staff, USAID personnel, and members of the two international organization-funded project teams). In examining the planning and implementation of two internationally funded faculty of education reform projects, we explore the interplay between and among local and global actors and identify individual and organizational factors that enabled or constrained these efforts to achieve significant and sustainable improvements in the quality of pre-service teacher education in Egypt.

Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

AL-ISHLAH: Jurnal Pendidikan ◽

10.35445/alishlah.v13i2.1014 ◽

2021 ◽

Vol 13 (2) ◽

pp. 1403-1410

Author(s):

Luluk Sri Agus Prasetyoningsih ◽

Prayitno Tri Laksono

Keyword(s):

Teacher Education ◽

Lesson Study ◽

Teaching And Learning ◽

Lesson Plan ◽

Professional Community ◽

Classroom Teaching ◽

Teacher Student ◽

Project Data ◽

Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.

Has Reflective Practice Done More Harm than Good in Teacher Education?

Phronesis ◽

10.7202/1015641ar ◽

2013 ◽

Vol 2 (1) ◽

pp. 80-88 ◽

Cited By ~ 12

Author(s):

Tom Russell

Keyword(s):

Teacher Education ◽

Reflective Practice ◽

Teacher Educators ◽

Teacher Educator ◽

Personal Perspective ◽

Teacher Education Programs ◽

Before And After ◽

Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.