Consistency of Personality Profiles with Teaching Career Environment at Specialist Teacher Education Institute Kuala Lumpur

Problem solving is a basic skill needed to function effectively in the working environment. Teachers are no exception to this professional demand. It is of utmost importance for teacher education programs to prepare pre-service teachers with this fundamental competency. The DPACE model is a preliminary effort by two teacher educators to enhance the problem-solving skills among pre-service teachers. The model was developed using the design thinking approach with reference to Vygotsky’s constructivism and grounded by questions as scaffolds to facilitate internalization of knowledge that teachers need to assist them in addressing and expanding their problem-solving boundaries. The main structure of the model consists of five domains developed with reference to computational thinking concepts. Each domain consists of open-ended questions formulated according to Bloom’s ordering of cognitive skills, taking pre-service teachers progressively toward better understanding of the problem and creating an efficient solution. This model was applied among 62 pre-service teachers enrolled in the TSLB3152 course at the Teacher Education Institute International Languages Campus, Kuala Lumpur, Malaysia. In total, 86.67% of the respondents reported that the DPACE model helped them in their problem-solving task and almost 78% of them scored an A grade in their coursework tasks facilitated using the DPACE model. Efforts are needed to further refine the questions and field test the model in other courses or situations with the hope that this ongoing teacher education effort will create a paradigm shift in the quest toward mastery of 21st century skills among pre-service teachers.

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Personality profiles and dogmatism in undergraduate teacher education students

Psychology in the Schools ◽

10.1002/1520-6807(197801)15:1<33::aid-pits2310150107>3.0.co;2-j ◽

1978 ◽

Vol 15 (1) ◽

pp. 33-36 ◽

Cited By ~ 3

Author(s):

G. Robert Ward ◽

Claude H. Cunningham ◽

Mary Lue Summerlin

Keyword(s):

Teacher Education ◽

Personality Profiles ◽

Education Students ◽

Undergraduate Teacher Education ◽

Teacher Education Students

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Processos de formação de professoras iniciantes

Revista Brasileira de Estudos Pedagógicos ◽

10.24109/2176-6681.rbep.87i217.812 ◽

2019 ◽

Vol 87 (217) ◽

Author(s):

Maévi Nono ◽

Maria Mizukami

Keyword(s):

Teacher Education ◽

Beginning Teachers ◽

Primary School ◽

Professional Practice ◽

Professional Knowledge ◽

Written Language ◽

Teaching Career ◽

Teaching Cases ◽

The Way

Estudos têm evidenciado a importância dos primeiros anos de profissão nos processos de formação docente. Neste artigo, são analisados processos formativos de professoras iniciantes que atuam na educação infantil e nos anos iniciais do ensino fundamental, a partir de dados obtidos em pesquisa realizada no período 2001-2005. Casos de ensino foram utilizados como instrumentos de pesquisa e permitiram que as iniciantes realizassem descrições e análises de suas trajetórias profissionais. As professoras explicitaram dúvidas, certezas, equívocos e contradições que orientam e caracterizam suas práticas docentes nos primeiros anos de docência. Explicitaram, ainda, conhecimentos referentes ao modo como ensinam conteúdos matemáticos e de linguagem escrita. Palavras-chave: formação de professores; professoras iniciantes. Abstract Studies have evidenced the importance the first years of the teaching career in the formative processes. This article discusses the professional knowledge of beginning teachers of the Elementary and Primary School. It is based on research developed during 2001-2005. One can said that the teaching cases used in the research allowed the beginning teachers to describe and analyze their own professional trajectories. The teachers exposed doubts, certainties, mistakes and contradictions that guided and characterized their professional practice. Teachers pointed out the knowledge regarding the way they teach mathematical and Portuguese written language contents. Keywords: teacher education; beginning teachers.

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I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

Education Research International ◽

10.1155/2022/9355679 ◽

2022 ◽

Vol 2022 ◽

pp. 1-11

Author(s):

Fjolla Kaçaniku ◽

Irene Maderbacher ◽

Franz Erhard ◽

Blerim Saqipi

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Teacher Attitudes ◽

Student Teacher ◽

Teaching Practice ◽

Teaching Profession ◽

Initial Teacher Education ◽

Teacher Education Programs ◽

Education Programs ◽

Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

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