Children’s Attitudes Towards Aborigines: An Interim Report

1979 ◽  
Vol 7 (4) ◽  
pp. 3-18
Author(s):  
B. Chambers
Keyword(s):  
Teacher Education ◽  
Causal Relationship ◽  
Teacher Attitudes ◽  
Teacher Education Programs ◽  
Interim Report ◽  
Ethical Aspects ◽  
Education Programs ◽  
Australian Institute ◽  
Overall Evaluation ◽  
The Relationship

The proliferation of Aboriginal Studies, as a formal component of teacher education programs, has been variously met with praise and criticism by educators. The financial, educative and ethical aspects of this proliferation have caused such bodies as the Australian Institute of Aboriginal Studies (AIAS) to look closely at the outcomes of such courses. The variability of stated objectives, coupled with a reluctance by individual institutions to evaluate their own courses, has prevented any overall evaluation from a cognitive stance. Implicit in each course, however, are affective aims (sometimes wishes) that students will become more tolerant, sympathetic or positive in their attitudes towards Aborigines and, that those attitudes will be maintained and conveyed to the pupils they teach. Whether or not these are actual outcomes of Aboriginal Studies courses is a question that was chosen for exploration by the Australian Institute of Aboriginal Studies, in a three-year project located at Armidale College of Advanced Education.As the study is essentially a longitudinal one, the focus of this paper is on the attitudes towards Aborigines of 100 primary children aged from six to nine years. Where it is relevant, the relationship between the teachers’ and pupils’ attitudes is discussed but in general, only the methodology of testing teacher attitudes is reported, as it is too early to say whether or not there is a causal relationship and whether or not it can be demonstrated. However, it is already apparent that the use, misuse or neglect of affective strategies in an Aboriginal Studies course affects both teachers’ and pupils’ attitudes towards Aborigines. This factor similarly affects the teacher’s predisposition, and competency, to teach about Aborigines in the classroom.

Conceptions and Models of Teacher Education

2019 ◽  
Author(s):  
Maureen Robinson ◽  
Rada Jancic Mogliacci
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Teacher Identity ◽  
Applied Science ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Conceptual Base ◽  
Science Approach ◽  
The Relationship

Initial teacher education programs across the world bear many resemblances to one another in respect to their overall design features. Students generally follow courses that teach them foundational knowledge pertaining to education, like psychology or sociology, disciplinary knowledge in particular subject areas, and general and specific pedagogical knowledge. In addition, students are exposed to varying degrees of school placements. Despite these similarities in overall structure, the curriculum content and activities of teacher preparation may vary considerably, dependent on the underpinning conceptions of the goals and purposes of the program. Historical and geographical contexts also influence the choice of particular goals for teacher education. Conceptions of teacher education can be clustered in a number of major approaches, each with its own subcategories. Although different terminologies may be used in the literature, the six major categories are as follows: a social justice approach, a master-apprentice approach, an applied science approach, a teacher identity approach, a competence approach, and a reflective approach. Each approach has certain key features and implications for curriculum design in teacher education, including vision, goals, content, teaching and learning methodologies, and the relationship between schools and colleges/universities. An example here is the difference between an applied science approach, based on the notion of teachers putting theories into practice, and a reflective practice approach, where teachers are encouraged to construct personal theories in and from practice. A second example of the different emphases is the extent to which education is located within its larger social context, with the relationship between school and society being more explicit within a social justice than a competence approach to teacher education. Conceptions may be implicit or explicit; in reality, most programs embody hybrid models with emphasis in particular directions. The articulation of the key concepts, principles, and assumptions that underpin the design of teacher education programs contributes to the field in various ways. Promoting an understanding of different traditions of teacher education helps establish a shared vocabulary and knowledge base; this can improve the quality of teacher education through deepening academic debate and enhancing program coherence. In addition, strengthening the conceptual base of teacher education supports the professional autonomy of teacher educators, through advancing debate on the purposes, ethics, and politics of education and providing tools to discuss the curriculum implications of policy reform.

Teacher Education and the Ideology of Social Control

1980 ◽  
Vol 162 (1) ◽  
pp. 5-27 ◽  
Author(s):  
Henry A. Giroux
Keyword(s):  
Teacher Education ◽  
Social Control ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Dialectical Tension ◽  
Dominant Society ◽  
The Relationship

This paper examines the relationship between teacher education and the ideology of social control. It does this by looking at the dialectical tension that exists between teacher-education programs and the dominant society through a set of concepts that link as well as demonstrate the interplay of power, ideology, biography, and history. It further illuminates this interplay by analyzing the rationality that presently dominates these programs. Finally, the paper not only examines the implications of this rationality for teacher-education programs, it also points to ways in which it can be overcome.

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

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.

scholarly journals QUEM SÃO OS ATUAIS ESTUDANTES DAS LICENCIATURAS NO BRASIL? Perfil socioeconômico e relação com o magistério

2019 ◽  
Vol 26 (3) ◽  
pp. 225
Author(s):  
Cleomar Locatelli ◽  
Júlio Emílio Diniz-Pereira
Keyword(s):  
Teacher Education ◽  
Student Performance ◽  
Undergraduate Students ◽  
Family Income ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
The Relationship

O artigo analisa o perfil dos estudantes de licenciatura no Brasil, considerando, especialmente, as condições socioeconômicas e a relação com o magistério. O objetivo é relacionar informações atuais referentes aos estudantes de licenciaturas, avaliando o contexto do trabalho docente e a formação inicial de professores. A pesquisa reuniu dados junto a cinco licenciaturas de todo o país: pedagogia, história, matemática, educação física e biologia, a partir das respostas dadas ao questionário do estudante do Exame Nacional do Desempenho do Estudante (Enade/2014-2017). Constata-se um perfil de estudante trabalhador, com renda familiar baixa, egresso de escola pública e que, em sua maioria, afirma ter escolhido o magistério pela vocação ou pela importância da profissão.WHO ARE THE TEACHER EDUCATION STUDENTS IN BRAZIL TODAY? socioeconomic profile and their relationship with teachingAbstractThis article analyzes the profile of undergraduate students from teacher education programs in Brazil, considering their socioeconomic conditions and the relationship with the teaching profession. The objective is to relate current information regarding undergraduate students, assessing the context of teaching work and initial teacher education.  The survey gathered data from five undergraduate degrees across the country: pedagogy, history, mathematics, physical education and biology, from the replies to the questionnaire of the National Survey of Student Performance (Enade/2014-2017). We can observe a profile of a student worker, with a low family income, who graduated from a public school and who, for the most part, claims to have chosen the magisterium by vocation or importance of the profession.Keywords: teacher education; teacher education programs; students’ profile.¿QUIÉNES SON LOS ACTUALES ESTUDIANTES DE LICENCIA EN BRASIL? Perfil socioeconómico y relación con la profesión docenteResumenEl artículo analiza el perfil de los estudiantes de licenciatura en Brasil, considerando, especialmente, las condiciones socioeconómicas y la relación con el magisterio. El objetivo es relacionar informaciones actuales referentes a los estudiantes de licenciaturas, evaluando el contexto del trabajo docente y la formación inicial de profesores. La encuesta reunió datos junto a cinco licenciaturas en todo el país: pedagogía, historia, matemáticas, educación física y biología, a partir de las respuestas dadas al cuestionario del estudiante del Examen Nacional del Desempeño del Estudiante (Enade / 2014-2017). Se constata un perfil de estudiante trabajador, con renta familiar baja, egresado de escuela pública y que, en su mayoría, afirma haber escogido el magisterio por la vocación o por la importancia de la profesión.Palabras clave: formación de profesores; licenciaturas, perfil de los estudiantes.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs
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