Embedding Indigenous Knowledges in Australian Initial Teacher Education: A Process Model

2020 ◽  
pp. 163-180
Author(s):  
Susan Whatman ◽  
Juliana McLaughlin ◽  
Victor Hart
Keyword(s):  
Teacher Education ◽  
Process Model ◽  
Initial Teacher Education ◽  
Indigenous Knowledges

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.

The reform of initial teacher education in Wales: from vision to reality

2021 ◽  
Vol 47 (1) ◽  
pp. 61-78
Author(s):  
John Furlong ◽  
Jeremy Griffiths ◽  
Cecilia Hannigan-Davies ◽  
Alma Harris ◽  
Michelle Jones
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

scholarly journals Mathematics teacher learning to notice: a systematic review of studies of video-based programs

ZDM ◽  
2021 ◽  
Author(s):  
Rossella Santagata ◽  
Johannes König ◽  
Thorsten Scheiner ◽  
Ha Nguyen ◽  
Ann-Kristin Adleff ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Learning ◽  
Mathematics Teacher ◽  
Professional Competence ◽  
Three Dimensions ◽  
Initial Teacher Education ◽  
Fundamental Aspect ◽  
Teacher Noticing ◽  
Theoretical Perspectives ◽  
Supporting Tool

AbstractTeacher noticing has become increasingly acknowledged as a fundamental aspect of teacher professional competence. Teacher education scholars have examined how the development of noticing might be supported both in initial teacher education and in professional development. In mathematics teacher education, several studies have explored the use of video as a supporting tool for teacher noticing. It remains unclear how this body of work builds on the various theoretical perspectives of noticing prevalent in the literature, thus broadening our understanding of noticing. Furthermore, the field has not examined systematically the extent to which research has leveraged the affordances of digital video technologies, and whether scholars have employed different research methods to answer questions that are critical to teacher educators. This survey paper reviews studies published in the last two decades on programs centered on mathematics teacher noticing that used video as a supporting tool for teacher learning. Thirty-five peer-reviewed papers written in English were identified and coded along three dimensions: (1) theoretical perspectives; (2) use of video technologies; and (3) research questions and methods. This review summarizes important findings and highlights several directions for future research. Most studies involved pre-service teachers, and only a few centered on in-service teachers. Developers of the large majority of programs took a cognitive psychological perspective and focused on the attending/perceiving and interpreting/reasoning facets of noticing. Few studies used video-based software and few studies used grouping, and even fewer used randomized grouping. Evidence of program effects on responding and decision making, and on instructional practice, is limited and should be extended in the future.

scholarly journals Ethics education in initial teacher education: pre-service provision in England

2017 ◽  
Vol 44 (3) ◽  
pp. 385-396
Author(s):  
Sue Walters ◽  
Ruth Heilbronn ◽  
Caroline Daly
Keyword(s):  
Teacher Education ◽  
Service Provision ◽  
Ethics Education ◽  
Initial Teacher Education
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