Twenty-First Century Instruction? An Analysis of Educator Course, Syllabus Preparation and Approaches in a Teacher Preparation Program in a Selected Private University, Nairobi, Kenya

2020 ◽  
pp. 157-180
Author(s):  
Lucy A. Wakiaga
Keyword(s):  
Teacher Preparation ◽  
Private University ◽  
First Century ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Twenty First Century ◽  
Course Syllabus

scholarly journals Exploring the Factor Structure of the Constructs of Technological, Pedagogical, and Content Knowledge (TPACK): An Exploratory Factor Analysis Based on the Perceptions of TESOL Pre-Service Teachers at a British Private University in Malaysia

2021 ◽  
pp. 103-115
Author(s):  
Raveenajit Kaur A. P. ◽  
Kalvant Singh ◽  
Alberto Luis August
Keyword(s):  
Technology Integration ◽  
Teacher Preparation ◽  
Data Collection ◽  
Private University ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Structured Interviews ◽  
Mixed Methods Case Study ◽  
Pre Service Teacher

Using the TPACK framework, this research study investigated how pre-service teachers perceive their development of the knowledge, skills, and self-efficacy necessary for technology integration; and explored the opportunities that pre-service teachers have to learn about technology integration. It employed a convergent parallel mixed methods case study design. It has a single-embedded case design. The unit of analysis for inquiry is the undergraduate teacher preparation program at a private British university in Malaysia. This study incorporates quantitative data collection in the form of a survey alongside qualitative data collection conducted through semi-structured interviews. The participants for the survey comprised of three purposefully selected convenience samples of pre-service teachers (Years One, Two, and Three) studying the undergraduate teacher preparation program. Following the administration of the survey, a maximum variation sample of pre-service teachers who participated in the survey was invited for semi-structured interviews. The results indicated that the EFA found support for TK and CK being distinctive knowledge constructs within the pre-service teachers’ knowledge perceptions. While PK, PCK, TPK, TCK, and TPACK were postulated to be distinct knowledge constructs in the TPACK framework, these were not reflected in the perceptions of the pre-service teacher participants of this study. Implications and recommendations are suggested.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

An Integrated Elementary Education/ESOL Teacher Preparation Program

2000 ◽  
Vol 22 (2) ◽  
pp. 25-32
Author(s):  
Valerie J. Bristor ◽  
Gloria M. Pelaez ◽  
Sharon Crawley
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Teacher Preparation Program ◽  
Preparation Program

Elementary Education and Engineering Design: Concrete Experiences in Mathematics and Science

1995 ◽  
Author(s):  
Richard H. Crawford ◽  
Kristin L. Wood ◽  
Marilyn L. Fowler
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Teacher Preparation Program ◽  
Elementary Grades ◽  
Preparation Program ◽  
Technology Program ◽  
Engineering Mathematics ◽  
Education Community ◽  
Hands On ◽  
Mathematics And Science

Abstract The education community has focused attention recently on a number of initiatives to evolve, and perhaps revolutionize, approaches for teaching science, mathematics, and engineering. In this paper, we present a new engineering and design technology program, initiated in 1992 and referred to as DTEACh, that focuses on the elementary grades. Two components comprise this new program: (1) open-ended design and exploration lessons that use hands-on models to teach integrated mathematics and science principles, and (2) a two-part teacher preparation program to provide teachers with the necessary engineering, mathematics, and science fundamentals for DTEACh. In this paper, we focus on a description of the teacher preparation program, including discussions of a novel teaching model, the subject matter for engineering and design fundamentals, and evaluation of the program. Results of the evaluation that teachers are more confident and equipped to facilitate the instruction of mathematics, science, and engineering principles.

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