The development of personal, intercultural and professional competence in international field experience in initial teacher education

2004 ◽  
Vol 5 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Sylvia Yee Fan Tang ◽  
Pik Lin Choi
Keyword(s):  
Teacher Education ◽  
Field Experience ◽  
Professional Competence ◽  
Initial Teacher Education ◽  
International Field Experience

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.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

A Belizean Education: Learning From an International Field Experience

2014 ◽  
Vol 8 (1) ◽  
pp. 213-231
Author(s):  
Daniel B. Robinson ◽  
Rebecca Bell
Keyword(s):  
Teacher Education ◽  
Field Experience ◽  
Field Experiences ◽  
Teacher Education Programs ◽  
Personal Change ◽  
Education Programs ◽  
International Field Experience ◽  
Selection Of ◽  
Professional Change

Although field experiences may be staple features of teacher education programs, international field experiences are still growing in popularity. This is particularly true at our university, where international field experiences are still very much in their infancy. As such, this article describes a recently completed international field experience. More specifically, a selection of a pre-service teacher’s reflections—focused upon preconceptions, observations, professional change/growth, and personal change/ growth—are shared and explored. Given that international field experiences are still relatively new within many teacher education programs, and are irregularly offered or altogether absent within others, we hope that our account of learning through such an experience will prove informative and educative to others.

scholarly journals TEACHER PARTICIPATION IN ACCREDITED MUSIC PEDAGOGY PROGRAMMES

TEME ◽  
2021 ◽  
pp. 1275
Author(s):  
Danijela Sudzilovski ◽  
Danijela Vasilijevic
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Work Experience ◽  
Professional Competence ◽  
Work Motivation ◽  
Continuous Professional Development ◽  
Teacher Participation ◽  
Initial Teacher Education ◽  
Music Pedagogy ◽  
Professional Development Of Teachers

The quality of initial education, the professional affirmation of beginners, extensive work experience, favourable professional climate, work motivation and continuous professional development are the prerequisites for successful work of today’s teachers. Initial teacher education is the main requirement for ensuring teacher’s professional competence in teaching, however, their professional self-actualization can only be achieved by means of continuous and lifelong development of professional competences, both through individual and institutional professional development. The paper discusses the formal, institutionalised professional development of teachers in the field of music pedagogy through content analysis of accredited programmes for professional development of teachers. Our aim is to analyze the scope of music pedagogy content in accredited programmes for professional development of teachers and identify teacher participation in those programmes. In that regard, the subject of our study are accredited programmes represented in the catalogues of programmes for continuous professional development of teachers, preschool teachers and technical associates, issued by the Institute for the Improvement of Education, as well as in the Professional Development Database of the Centre for Professional Development of Education Professionals. The research is based on the implementation of a descriptive method. The sample comprises 9 official catalogues, published between 2006 and 2018. Research results show that in this period, the total selection of teacher education programmes gradually increased, but the inclusion and participation of teachers in the programmes dedicated to professional development in the field of music pedagogy has been limited.

scholarly journals Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 3-24
Author(s):  
Andrew Foran ◽  
Daniel B. Robinson
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Service Learning ◽  
Beginning Teachers ◽  
Program Analysis ◽  
Professional Growth ◽  
Field Experience ◽  
Field Experiences ◽  
The Impact ◽  
International Field Experience

Our recent research study investigated an international field experience for preservice teachers, labelled as a service-learning internship, a term often used to refer to a student teacher in a Bachelor of Education (BEd) program. Relying on what we know to be advantages and benefits of similar international field experiences for preservice teachers to frame our investigation, we explored the impact of a service-learning internship upon beginning teachers, particularly as it related to their professional growth as teachers. To gain insight into teacher education, we drew on the work of Mollenhauer (2014) to critically examine the foundations of how we prepare teachers in our BEd program. Analysis of questionnaire responses, tracked by a digital discussion forum via Moodle™, revealed two dominant themes: (a) gaining a deeper understanding of children, and (b) learning to be flexible regardless of curricular constraints. Results from this study might be of interest to those who share a similar interest in international field experiences, teacher education, and pedagogy.            Keywords: pedagogy, Bildung; teacher education; international; field experience; service learning; global teaching

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