Beginning teachers’ conceptions of competency: implications to educational policy and teacher education in Malaysia

2013 ◽  
Vol 13 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Pauline Swee Choo Goh ◽  
Kung Teck Wong
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Educational Policy

scholarly journals Predictors of the challenges faced by beginning teachers: Pre-service teacher education competency and professional commitment

2021 ◽  
Vol 11 (1) ◽  
pp. 1-16
Author(s):  
Ishak Kozikoglu ◽  
Nuray Senemoglu
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Stepwise Regression ◽  
Preservice Teacher Education ◽  
Descriptive Statistics ◽  
Professional Commitment ◽  
First Year ◽  
Teachers Perceptions ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The purpose of this study is to determine to what level beginning teachers' perceptions concerning the competency of pre-service teacher education and their professional commitment predict the challenges they face. This study was conducted with 942 beginning teachers working at İstanbul, Konya, Gaziantep and Van provinces in Turkey. The data were collected with the scale of challenges faced by beginning teachers, teachers' perceptions scale concerning the competency of preservice teacher education and teachers' professional commitment scale developed by the researchers. Descriptive statistics, MANOVA, Pearson Product-Moment Correlation Coefficient and stepwise regression analysis were used for data analysis. As a result of the study, it was found that beginning teachers face challenges at moderate level in their first year. Furthermore, it was found that three variables ("relations with students, colleagues, administrators, parents and society", "teaching planning and implementation " and "commitment to the profession") are significant predictors explaining approximately one third (%30.4) of the variance concerning the challenges faced by beginning teachers.

scholarly journals Teaching is More than Applying Knowledge:

Pedagogika ◽  
2020 ◽  
Vol 70 (4) ◽  
Author(s):  
Manuela Keller-Schneider
Keyword(s):  
Teacher Education ◽  
Problem Solving ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Crucial Role ◽  
Developmental Tasks ◽  
Education Student ◽  
Teacher Education Student ◽  
Teacher Professionalization ◽  
Changing Times

Teaching is a challenging job, due to the changing requirements of changing times. Routine as a teacher is not possible. Student teachers need to be prepared to deal with challenging situations. The perception of requirements as challenges and problem-solving capacities are needed to master the job as a teacher. This article explains why problem-solving capacities are essential for teacher professionalization, what requirements challenge beginning teachers most, and how teacher education can foster student teachers to be prepared to deal with challenges of the first stage of their career. Based on the model of professionalization in which individual resources play a crucial role in the perception of challenge and the coping with it, results from a study on the challenges of beginning teachers were shown. The main finding that beginning teachers are most challenged by teaching that refers to individual students’ needs leads to consequences for teacher education. Student teachers need to build up adaptive knowledge for school and reflection competences. Explanations on a course at Zurich University of Teacher Education show how student teachers are educated in a problem-based setting to build up knowledge and competence that are useful in order to teach considering individual students’ needs. The article closes with a model of reflection on challenging situations that takes into account different factors of individual resources that are relevant for professionalization. Keywords: teacher education, developmental tasks, requirement appraisal, individual resources, reflection, problem-based learning

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

Educational Policy and Curriculum Studies

2021 ◽  
Author(s):  
Pamela J. Konkol ◽  
Peter C. Renn ◽  
Sophia Rodriguez
Keyword(s):  
Teacher Education ◽  
Educational Policy ◽  
Curriculum Policy ◽  
Policy Document ◽  
Education Foundations ◽  
Foundations Of Education ◽  
Policy Tool ◽  
Improvement Measures ◽  
Education Administrators ◽  
Educational Studies

Since 1978, the Committee on Academic Standards and Accreditation (CASA, a standing committee of the American Educational Studies Association) has maintained the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies. The Standards are a policy document intended as a powerful curriculum policy tool for faculty and higher education administrators across North America to use to develop foundations and educator preparation programming with disciplinary integrity and to maintain said programs with fidelity. As pressures to provide accountability and improvement measures or attach outcomes to disciplines in education increase, especially teacher education, foundations faculty and programs are challenged in their efforts to both build strong foundations programming and resist the push to dilute or otherwise embed the intellectual and practical work of the discipline into other, mostly unrelated, courses. The Standards provide language and support for foundations scholars housed in teacher education departments to hone their craft, generate good programming, and develop good scholars and P–12 practitioners.

A New Conceptual Model for Principal Involvement and Professional Collaboration in Teacher Education

2009 ◽  
Vol 111 (2) ◽  
pp. 480-510
Author(s):  
Anita M. Varrati ◽  
Mary E. Lavine ◽  
Steven L. Turner
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Beginning Teachers ◽  
Preservice Teacher ◽  
Conceptual Model ◽  
Student Teaching ◽  
Teacher Candidates ◽  
School Principal ◽  
Preparation Programs ◽  
University Supervisor

Background/Context Beginning teachers often identify the school principal as a key figure for support and guidance. Few teacher education conceptual models exist that significantly integrate the building principal into the clinical experiences of teacher candidates. The rationale behind initiating discourse on principal involvement grows out of current policy and reform initiatives that require increased accountability for improved student performance. The call for more deliberate principal involvement in preservice also arises in regard to teacher attrition and retention concerns. Having the principal engage in active mentoring during preservice may positively address these issues by providing a more complete socialization and enculturation process into today's context of schooling. Purpose/Objective/Research Question/Focus of Study The major research questions for this study were: (1) What are the level and types of support that building principals provide for the preparation of new teachers? (2)What are the obstacles that may be preventing principals from becoming more involved with teacher preparation? (3) What are the types of activities that make sense for principal involvement with field experience and student teaching? (4) What are suggestions for more meaningful collaboration between schools and teacher/administrator preparation programs? Research Design The study was designed as an interpretive qualitative research project that attempted a measure of self-reporting through in-depth interviews. Conclusions/Recommendations M3—A new conceptual model of collaboration (three supports for preservice teacher: mentor, university supervisor, and principal) was presented to include the principal with the preservice teacher, university supervisor, and cooperating teacher in a community of practice for teacher preparation. To build on this research and continue the discourse about the principal's role, several implications and areas for future study are presented: (1) investigation of teacher preparation programs more in depth to get further information about how principals are involved in teacher education, (2) implementation of the M3 conceptual model in a pilot capacity during field and student teaching experiences to gather more data about collaboration, especially the role of the principal, (3) the collaboration of principal preparation and teacher education programs to address this aspect of supervision in course content and internships, (4) the difference in perceptions of prospective and practicing principals regarding their role with teacher candidates during preser-vice, and (5) study of professional development schools to see how the principal is involved in a supervisory and instructional leadership capacity with preservice teachers.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 2130-2137
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 474-485 ◽  
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

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