LEARNING ENVIRONMENT IN VIETNAMESE PHYSICS TEACHER EDUCATION PROGRAMME THROUGH THE LENS OF CONSTRUCTIVISM: A CASE STUDY OF A STATE UNIVERSITY IN MEKONG DELTA REGION, VIETNAM

AbstractThis article reports the results of an empirical study exploring the discourses of physics teacher educators. We ask how the expressed understandings of a physics teacher education programme in the talk of teacher educators potentially support the identity construction of new teachers. Nine teacher educators from different sections of a physics teacher programme in Sweden were interviewed. The concept of discourse models was used to operationalise how the discourses of the teacher education programme potentially enable the performance of different physics teacher identities. The analysis resulted in the construction of four discourse models that could be seen to be both enabling and limiting the kinds of identity performances trainee physics teachers can enact. Knowledge of the models thus potentially empowers trainee physics teachers to understand the different goals of their educational programme and from there make informed choices about their own particular approach to becoming a professional physics teacher. We also suggest that for teacher educators, knowledge of the discourse models could facilitate making conscious, informed decisions about their own teaching practice.

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Understanding the Role of Measurements in Creating Physical Quantities: A Case Study of Learning to Quantify Temperature in Physics Teacher Education

Science & Education ◽

10.1007/s11191-006-9021-2 ◽

2006 ◽

Vol 16 (3-5) ◽

pp. 291-311 ◽

Cited By ~ 15

Author(s):

Terhi Mäntylä ◽

Ismo T. Koponen

Keyword(s):

Teacher Education ◽

Physics Teacher ◽

Physics Teacher Education ◽

Physical Quantities

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The Impact of Teaching Practice on Female Students’ Preparation for Mathematics Teacher Education Programme in Delta State University, Abraka, Nigeria

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.12.3 ◽

2021 ◽

Vol 20 (12) ◽

pp. 35-48

Author(s):

Sunday Bomboi IJEH ◽

Onoriode Collins POTOKRI

Keyword(s):

Teacher Education ◽

Mathematics Teacher ◽

Teaching Practice ◽

Mathematics Teacher Education ◽

Education Programme ◽

Female Students ◽

State University ◽

Teacher Education Programme ◽

The Impact ◽

Delta State University

This small sample study was conducted to investigate the impact of teaching practice on female students’ preparation for mathematics teacher education programme. The design adopted was a descriptive survey research design. A sample of 30 female students was selected from 50 students who have participated in teaching practice programme for the degree programme at Delta State University, Abraka, Nigeria. Data were collected through closed-ended and open-ended questionnaires administered to the sampled students, and teaching practice supervisors, co-coordinators, and heads of Departments from the school where the students did their teaching practice respectively. The data were analysed using descriptive statistics and by categorising the responses of the participants according to the theme of the study. The findings include, amongst others that teaching practice beyond enhancing the students’ preparation for mathematics education programme, it helps female students to develop more interest and confidence in studying and teaching mathematics. Following the findings, recommendations for mathematics teacher education programme were made. It was recommended amongst others, that there is need to continue to use teaching practice programme to prepare pre-service teachers in mathematics education.

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