Analyzing Practice, Research, and Accountability Turns in Finnish Academic Teacher Education

2021 ◽  
pp. 73-83
Author(s):  
Auli Toom ◽  
Jukka Husu
Keyword(s):  
Teacher Education ◽  
Practice Research ◽  
Academic Teacher

Setting an Agenda for Music Teacher Education Practice, Research, and Policy

2019 ◽  
pp. 903-916 ◽  
Author(s):  
Colleen Conway ◽  
Kristen Pellegrino ◽  
Ann Marie Stanley ◽  
Chad West
Keyword(s):  
Teacher Education ◽  
The United States ◽  
Music Teacher ◽  
Practice Research ◽  
Music Teacher Education ◽  
Education Practice ◽  
Personal Reflections ◽  
Equity And Inclusion ◽  
Research And Policy

This final chapter of The Oxford Handbook of Preservice Music Teacher Education in the United States synthesizes suggestions from the previous 42 chapters in the areas of teacher education practice, research, and policy. It reviews the boundaries that need to be pushed in music teacher education, such as those related to issues of diversity, equity, and inclusion. It summarizes the challenges to that work and directs the reader to specific chapters that have covered this subject in detail. Personal reflections from P-12 teachers are incorporated throughout the chapter to illustrate the boundaries they have tried to push and the challenges they have face in doing so. Before concluding, the chapter discusses agendas for change within the field.

Assessing Teachers’ Educational Knowledge

2015 ◽  
Vol 47 (2) ◽  
pp. 72-83 ◽  
Author(s):  
Christina Linninger ◽  
Olga Kunina-Habenicht ◽  
Simone Emmenlauer ◽  
Theresa Dicke ◽  
Franziska Schulze-Stocker ◽  
...  
Keyword(s):  
Teacher Education ◽  
Test Scores ◽  
Validity Evidence ◽  
Knowledge Test ◽  
First Semester ◽  
Response Strategies ◽  
Academic Knowledge ◽  
Advanced Students ◽  
Teacher Students ◽  
Academic Teacher

This paper presents two studies adding validity evidence to the assessment of educational knowledge (EK) measured by a recently developed test. The first study compared the test scores of a large sample of graduates from academic teacher education with those of a sample of first-semester teacher students. Results indicate higher scores for graduates in the majority of the test’s six domains. Additionally, we gained validity evidence based on response processes by conducting 46 cognitive interviews in Study 2. Participants with different professional backgrounds stated their response strategies while taking the knowledge test. Among other results, analyses revealed that graduates and advanced students in teacher education were often familiar with item topics and solved items mostly by retrieving academic knowledge from memory. Overall, results add to previously gained evidence suggesting that test scores can be taken to measure EK mainly gained by university studies.

scholarly journals INVESTIGACIÓN DE PRÁCTICA REFLEXIONADA EN LA EDUCACIÓN DE MAESTROS.

haser ◽  
2021 ◽  
pp. 239-266
Author(s):  
Michael Noah Weiss
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Practical Wisdom ◽  
The Other ◽  
Practice Research ◽  
Research Approach ◽  
Illustrative Case ◽  
Teacher Students ◽  
The One ◽  
Methodological Aspects

In this essay the approach of reflective practice research, as introduced by the philosopher Anders Lindseth, is outlined and its relevance for teacher education is discussed. For that purpose, central theoretical as well as methodological aspects of this research approach are presented and further investigated. By means of illustrative case studies, examples are given on how this approach can be of use for teacher students in order to develop research competence, on the one hand. On the other, this essay examines how a teacher can reflect his or her own practice, in terms of self-studies, in order to learn from experience and to develop towards so-called phronesis (practical wisdom or prudence).

scholarly journals From Seminar to University: Dismantling an Old and Constructing a New Teacher Education in Finland and Sweden, 1946–1979

2017 ◽  
Vol 4 (1) ◽  
pp. 53-81
Author(s):  
Björn Furuhagen ◽  
Janne Holmén
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
New Teacher ◽  
School Teachers ◽  
New Education ◽  
Academic Teacher

In the 1970s, Sweden and Finland abandoned the system of seminars for folk school teachers and incorporated all teacher education into the system of higher education. The visions behind the new education, as well as the original plans for its structure, were similar in both countries, but the outcomes were different. Finland managed to a greater extent to implement an academic teacher education located at universities, while the Swedish solution was deemed unsatisfactory by many actors, leading to several new reforms in the following decades. This can be explained by the different nature of the conflicts surrounding the reforms in Sweden and Finland. In Finland, the early 1970s was a period of intense left-right polarisation, followed by attempts to depoliticise teacher education. In Sweden, the vision of an academic teacher education met successful resistance from regional actors, resulting in the preservation of much of the old seminar system under the guise of small teacher education colleges.

Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan

2011 ◽  
Vol 3 (12) ◽  
pp. 29
Author(s):  
Jabeen Fatima ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Research Work ◽  
Education Programme ◽  
Practice Research ◽  
Colleges Of Education ◽  
Post Graduate ◽  
Master Degree

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators.  The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered.  The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling.  For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

scholarly journals The Importance of Authentic Workplace-Based Assessment: A Study From VET Teacher Education

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Jorunn Dahlback ◽  
Hanne Berg Olstad ◽  
Ann Lisa Sylte ◽  
Anne-Catrine Wolden
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Authentic Assessment ◽  
Theory And Practice ◽  
Practice Research ◽  
Guidance Document ◽  
Teacher Competence ◽  
Teaching Competence ◽  
Workplace Based Assessment ◽  
Vocational Teacher

Context: This article is based on a pragmatic theoretical perspective on education, in which theoretical and practical competences are developed through experiences and participation in real-world teaching contexts. Previous research points to a lack of culture for authentic workplace-based assessment in vocational and professional education in many countries. Prior to this study, professors/authors and student-teachers in a vocational teacher education program in Norway experienced that student-teachers were unable to demonstrate comprehensive teaching competence, as examinations and assessments assess theoretical knowledge separately from practice. Research questions: 1) How can an authentic workplace-based exam during placement give student-teachers an opportunity to showcase their comprehensive teacher competence? 2) What factors are important to emphasize in such an exam? 3) How do the student-teachers demonstrate and develop comprehensive teacher competence through an authentic exam?Methods: Using action research, professors/authors carried out sequential actions to develop a practical-theoretical exam in an authentic professional setting. This included demonstrating elements of practical and theoretical competence conducted during teaching practice. The exam involved planning in line with a guidance document and practical teaching in the classroom in VET-schools, followed by a piece of reflective writing based on teaching experiences. Supervisors and professors/authors observed the student-teachers teaching as part of multiple qualitative methods.Findings: The empirical results show how student-teachers demonstrate and develop comprehensive teaching competence. Both the student-teacher and the supervisors in VET-schools experienced the authentic exam as realistic and professionally based. The biggest challenge involved logistics: Compensating the professors’/authors’ time and financial frameworks related to the observation of the student-teachers. However, this kind of authentic assessment leads to stronger coherence between both theory and practice, and between the vocational teacher education at the university and the VET in upper secondary school. It also supports the job-relevant learning process towards comprehensive teacher competence.Conclusions: This kind of authentic assessment i.e. an authentic exam requires an understanding of the complex role of teachers within their professional context in VET. Therefore, the professors/authors see the need of a broader, more comprehensive teacher competence in VET to meet the work life needs for competence. 

scholarly journals Changing the Lens: Mapping the Development of Research Dispositions in Programmes of Initial Teacher Education (ITE)

2020 ◽  
Vol 22 (1) ◽  
pp. 165-183
Author(s):  
Jane Waters ◽  
Elaine Sharpling
Keyword(s):  
Teacher Education ◽  
Student Teacher ◽  
Initial Teacher Education ◽  
Practice Research ◽  
Education Systems ◽  
Research Skills ◽  
Inquiry Stance ◽  
School Partnership ◽  
Associated Knowledge

The vision for ITE in Wales requires that NQTs understand how to conduct 'close-to-practice' research and are able to articulate evidence-informed approaches to pedagogy (Furlong, 2016; Welsh Government 2018). This paper describes the processes by which one HEI-school partnership (the APLP) developed programmes of ITE to respond to this vision, specifically focussing on the journey of the student-teacher through the development of four research dispositions. The programmes seek to ensure that ITE students develop an 'inquiry stance', where this reflects the understandings of Cochran-Smith (2011) who uses the term inquiry to refer to teachers' questioning, and the metaphor of stance to allude orientation and position. In order to support the research skills needed to adopt an inquiry stance, the work of Orchard and Winch (2015) has been adapted and distilled into four dispositions for the student?teacher and progression steps have been identified for differing levels of study. The research dispositions and associated knowledge, skills, understandings and behaviours have been mapped through the content of the modules in each ITE programme on offer. We include a consideration of the tensions apparent in the development of detailed module content and conjecture that these may be an inevitable result of the professional habit of performativity that results from education systems historically driven by structures of accountability.

scholarly journals The Influence of Teaching Practice Assessment on the Effectiveness of Geography Teaching in English Speaking Secondary Schools in Anglophone Cameroon

2020 ◽  
pp. 1-16
Author(s):  
Ambei Moses Chu ◽  
Kibinkiri Eric Len
Keyword(s):  
Teacher Education ◽  
Secondary Schools ◽  
Student Teachers ◽  
Teaching Effectiveness ◽  
Teaching Practice ◽  
Practice Research ◽  
Geography Teaching ◽  
English Speaking ◽  
Practice Assessment

It is noted that the quality of the educational system of any given country depends largely on the quality of teacher education. For this quality to be realized, it is important to constantly monitor the stages (theoretical, teaching practice, research project) of teacher education. This study intended to investigate the influence of Teaching Practice Assessment on the Effectiveness of Geography Teaching in English Speaking Secondary Schools in Anglophone Cameroon. It was carried out within the Menchum and Fako Divisions of the North West and South West regions of Cameroon respectively. This research had as population size, some 1444 geography teachers and all their students drawn from all government secondary schools within these two regions. Teachers’ sample (60 Teachers) population was obtained through the use of purposive sampling method and that of students (300 students) was obtained through the use of simple random sampling. Respondents were expected to fill in closed ended questionnaire items. Data collected were reported using frequency tables and proportions while Logistic Regression Model was used to predict the effect level of influence of teaching practice on geography teachers’ teaching effectiveness. This effectiveness was assessed based on the assessment of teaching practice. It was realized that this predictive factor considered alone had a predictive effect of 26.8% on teaching effectiveness though not significant enough. Based on the outcome of this findings, it can be said that this variable considered alone cannot bring about geography teaching effectiveness. Based on this finding, it was recommended that more emphasis during teacher training should be laid on subject matter mastery by student-teachers. Also, some form of financial incentives should be given to student-teachers. Finally, a thorough screening exercise should be done in the selection of supervisors and cooperating teachers to ensure that only the most qualified are assigned to guide and supervise student-teachers.

Sign in / Sign up

Export Citation Format

Share Document