scholarly journals Abstracts: Teacher education

2007 ◽  
Vol 40 (4) ◽  
pp. 358-360
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Cultural Knowledge ◽  
Theory And Practice ◽  
School Level ◽  
Teaching Beliefs ◽  
Diverse Classrooms ◽  
Secondary School Level ◽  
The Impact

07–615Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–616Gonçalves, Maria de Lurdes (U Aveiro, Portugal) & Ana Isabel Andrade, Connecting languages: The use of theportfolioas a means of exploring and overcoming frontiers within the curriculum. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.2 (2007), 195–213.07–617Kurihara, Yuka & Keiko Samimy (Ohio State U, USA), The impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English. JALT Journal (Japan Association for Language Teaching) 29.1 (2007), 99–122.07–618Poulou, Maria (U Patras, Greece), Student-teachers' concerns about teaching practice. European Journal of Teacher Education (Routledge/Taylor & Francis) 30.1 (2007), 91–110.07–619Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 13.1 (2007), 81–97.07–620Vacilotto, Silvana & Rhoda Cummings (U Nevada, Reno, USA; [email protected]), Peer coaching in TEFL/TESL programmes. ELT Journal (Oxford University Press) 61.2 (2007), 153–160.

scholarly journals “If you don’t improve, what’s the point?” Investigating the impact of a “flipped” online exchange in teacher education

ReCALL ◽  
2019 ◽  
Vol 32 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Melinda Dooly ◽  
Randall Sadler
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Theory And Practice ◽  
Future Teachers ◽  
Language Teacher Education ◽  
Language Teacher ◽  
The Usa ◽  
The Impact

AbstractThis article presents a pedagogical design for teacher education that combines flipped materials, in-class instruction, and telecollaboration (also known as virtual exchange) for foreign language teacher education. The context of this study is a course on technology and language learning for future teachers in which the flipped classroom concept was applied to technology-infused collaborative teacher training between future ESL/EFL instructors located at two partner universities (one in the USA, one in Europe). The three main teaching approaches (flipped materials, in class, and telecollaborative, or “FIT”) were symbiotic in that each structure reinforced the other through reception, discussion, and reflection as a means to help the student teachers bridge the gap between theory and practice. We apply classroom ethnographic discourse analysis to data sources (face-to-face and online discussion groups, student e-portfolios) to look at uptake of ideas, conceptual understanding, and successful transfer of new knowledge, and thereby identify whether the design provides significant learning opportunities for the future teachers. Although most studies of telecollaboration in language teacher education look principally at output, this approach allows an in-depth look at the learning process as knowledge is developed collaboratively between the participants.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

scholarly journals Teacher education

2007 ◽  
Vol 40 (3) ◽  
pp. 271-273
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Bilingual Education ◽  
Student Teachers ◽  
Cultural Knowledge ◽  
National Association ◽  
Theory And Practice ◽  
Language And Literacy ◽  
Research Journal ◽  
K 12

07–460Dogancay-Aktuna, Seran (Southern Illinois U, USA), Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 278–295.07–461Garrison, Leslie (San Diego State U, USA), Teacher attrition and retention along the Mexican border. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 365–384.07–462Harrison, Jennifer (U Leicester, UK), An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: ‘Professional values and practice’ – outcomes or opportunities?European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 431–454.07–463Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers.Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–464Márquez-López, Teresa I. (U California, USA), Dual-language student teachers' classroom-entry issues: Stages toward gaining acceptance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 499–520.07–465Rankin, Jamie (Princeton U, USA; [email protected]) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–466Santoro, Ninetta (Deakin U, Australia), ‘Outsiders’ and ‘others’: ‘Different’ teachers teaching in culturally diverse classrooms. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 81–97.07–467Sook Lee, Jin & Eva Oxelson (U California, Santa Barbara, USA), ‘It's not my job’: K–12 teacher attitudes toward students' heritage language maintenance. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 453–477.07–468Tudor, Ian (U Libre de Bruxelles, Belgium), Teacher training and ‘quality’ in higher education language teaching: Strategies and options. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.4 (2006), 519–532.

scholarly journals Enterprise education in initial teacher education in Ireland

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Peter Tiernan
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Design Methodology ◽  
Qualitative Data ◽  
Subject Area ◽  
Student Understanding ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Enterprise Education ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of enterprise education on students’ understanding of and attitudes to entrepreneurship and enterprise education in initial teacher education. Design/methodology/approach This paper builds on current literature by introducing student teachers to the theory and practice of entrepreneurship and enterprise education, with a particular focus on experience based approaches. Quantitative and qualitative data are used to evaluate student understanding and attitudes. Findings Findings indicate that exposing student teachers to entrepreneurship and enterprise education specifically targeted at their subject area greatly increases their understanding of its importance and relevance. Students developed their ability to think and act in enterprising ways while recognising the benefits of incorporating enterprise education into their classrooms of the future. Originality/value While literature on the value of entrepreneurship and enterprise education outside of business contexts is widespread, relatively few studies have been conducted which examine the impact of interventions in initial teacher education. This paper provides a unique look at the implementation of an entrepreneurship in education module and its impact on student teachers.

scholarly journals Using a Learner-Centered Approach to Teach ICT in Secondary Schools: An Exploratory Study

10.28945/3225 ◽  
2008 ◽  
Author(s):  
Said Hadjerrouit
Keyword(s):  
Secondary Education ◽  
Student Teachers ◽  
Conceptual Understanding ◽  
Teaching Practice ◽  
Teaching Method ◽  
Educational Practice ◽  
School Level ◽  
Learner Centered ◽  
Secondary School Level ◽  
Information And Communication

Despite the importance of ICT (Information and Communication Technology) as a school subject in secondary education, there is a lack of an integrated ICT pedagogy that is elucidated within a broad framework of educational practice. The focus is still on technicalities and reproduction of knowledge rather than conceptual understanding of ICT. To realize the potential inherent in ICT, there is a need for innovative ICT pedagogies in secondary education. The purpose of this work is to involve student teachers in applying and evaluating a learner-centered ICT teaching method in their teaching practice at the secondary school level. The goal is to explore student teachers’ learning processes when practicing the method and critical factors of success.

scholarly journals The Impact of a U.S. teacher training program on teaching beliefs and practices: A case study of secondary school level Japanese teachers of English

2007 ◽  
Vol 29 (1) ◽  
pp. 99 ◽  
Author(s):  
Yuka Kurihara ◽  
Keiko Samimy
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
School Level ◽  
Teaching Beliefs ◽  
Beliefs And Practices ◽  
Teacher Training Program ◽  
Secondary School Level ◽  
New Knowledge ◽  
Teachers Perspectives ◽  
The Impact

This study examines the impact of a U. S. teacher training program on eight Japanese English professionals’ teaching beliefs and practices after the completion of the program. It also investigates the teachers’ perspectives on how they resolve tensions, if any, between their teaching beliefs, Japanese teaching contexts, and new knowledge learned in the program. The data were collected mainly through qualitative methods such as multiple interviews with teachers and through document analysis. The results suggest that while the teachers considered the training experiences to be positive, they faced difficulties in applying their new knowledge in their own teaching contexts due to school, social, and cross-cultural factors. Despite the challenges, the data also revealed that the teachers attempted to negotiate the gap between expectations in these contexts and their teaching beliefs. We conclude that in order to understand the impact of teacher education programs, it is important to explore teachers’ perspectives on their learning to teach. 本論文では、アメリカにおける英語教員研修が、研修後日本人英語教員の信念や授業にどのような効果をもたらすかについて８名の参加者を対象として考察する。さらに、帰国後、彼らが英語教員としての信念、日本の教育環境、研修で学んだ知識、これらの狭間で何らかの困難を経験しているかどうか、経験しているならばそれをどのように解決しようとしているかについてもあわせて調査する。本研究はインタビューと資料分析（content analysis）により主に質的データを収集分析した。その結果、教師は研修を肯定的に捉えているが、学校や社会環境、国境を越えた文化的な違いなどから、研修で得た知識を応用するのが困難であると感じていることが分かった。しかし一方では、多様な英語教育への期待と本人の英語教員としての信念とに折り合いをつけながら授業を進めていこうと努力していることも分かった。教員研修の効果を理解するには、参加者が指導技能習得のために学ぶということを、どのように捉えているのかを知ることが重要であると結論づけた。

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

scholarly journals Enhancing learners’ reading habits through reading bags at secondary schools

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Mahlapahlapana Themane ◽  
Tsebe Wilfred Molotja
Keyword(s):  
Reading Strategies ◽  
Teaching Practice ◽  
Study Data ◽  
School Level ◽  
Reading Habits ◽  
Secondary School Level ◽  
Good Reading ◽  
Problem Solving Strategies ◽  
Spss Software ◽  
Method Approach

The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.

Leadership Practices and Managerial Accountability in Italy

2020 ◽  
Author(s):  
Angelo Paletta ◽  
Christopher Bezzina ◽  
Genc Alimehmeti
Keyword(s):  
School Improvement ◽  
Leadership Practices ◽  
School Principals ◽  
Theory And Practice ◽  
School Level ◽  
Management Approach ◽  
Policy Makers ◽  
Accountability Systems ◽  
The Impact ◽  
The Way

The changes that are affecting public education imply the need to incorporate into principal’s leadership practices two opposing forces: on the one hand, the accountability systems, which require responsibility for centrally managed achievement testing, compliance with standard procedures of self-evaluation, planning teaching improvement, and reporting of the results; and on the other hand, the expectations that come from within the school, namely those of teachers, students, families, and other stakeholders. This presents the challenge of coproducing authentic learning (problem solving, soft skills, civic knowledge, and citizenship) that is not easily measurable and therefore difficult to bring to light, rationalize, systematize, and report. Principals react differently to the demands of centralized policy-making initiatives. Some see them as opportunities for growth and only formally adopt them, whereas others entrench themselves into particular practices aimed at focusing on the immediate, on being conservative and minimizing risk taking and setting less ambitious goals that can take their schools forward. Managerial accountability can end up “colonizing” the organizations (and those who lead them), with the consequence that time and attention is devoted to what is being measured or observed by the central administrative systems. The “colonized” leaders develop or bend their managerial practices primarily in response to the expectations of accountability systems. On the opposite side, accountability systems can produce the effect of “decoupling”: the actual activities are separated from the rituals of accountability requested by the central or local government. In this case, school principals conform only formally to the demands of accountability systems. Other school leaders can capture opportunities from an accountability system, integrating it into a comprehensive management approach that balances opposing requests and organizational principles into a “systemic” model. Thus, the accountability practices in the field of education introduced in Italy can leave both a positive or negative impact on the way school principals lead their organizations. Studying the impact that the introduction of such policies can have on individuals as a result of the way leaders execute such directives are deemed important as they shed light on the link between policy and practice, and help us gain deeper insights into the so-called theory and practice divide. The move toward greater forms of accountability presents an ideal opportunity for policy makers and educational leaders working at different levels to appreciate the importance of systemic leadership and engage in a discourse that enlightens its value to school improvement initiatives. Rather than focusing on the self, on merely following directives and working independently, the school principal that is able to understand how things and people are connected and can come together to transform their schools can make a difference to school development and school improvement. Bringing policy makers and implementers together can help in understanding the realities faced by educators at the school level, the former often oblivious to the challenges educators face on a day-to-day basis.

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