Teacher Education Courses : Improving the educational opportunities of Aboriginal and Torres Strait Islander people

1986 ◽  
Vol 14 (1) ◽  
pp. 41-47 ◽  
Author(s):  
P. Watsford
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Educational Opportunities ◽  
Education Students ◽  
Torres Strait Islander People ◽  
James Cook ◽  
The Past ◽  
Torres Strait ◽  
Education Courses ◽  
Teacher Education Students

A dramatic increase in the number of Aborigines and Torres Strait Islanders undertaking teacher education courses in Colleges of Advanced Education and Universities has occurred over the past ten years. In 1976 it was estimated that there were approximately 59 Aboriginal Teacher Education students throughout Australia (Anderson § Vevoorn, 1983:122). Today, in one institution alone - James Cook University - there are almost double this number. It is estimated that there were approximately 400 Aboriginal/Islander student teachers in 1985.

Career Development of Teacher Education Students

1995 ◽  
Vol 4 (2) ◽  
pp. 8-9
Author(s):  
Doug Hill ◽  
Tony Hepworth ◽  
Brian Hemmings ◽  
Eddie Braggett ◽  
Ray Petts ◽  
...  
Keyword(s):  
Teacher Education ◽  
Career Development ◽  
Primary Students ◽  
Education Students ◽  
Group Discussions ◽  
Student Records ◽  
Small Group Discussions ◽  
Three Stages ◽  
Education Courses ◽  
Teacher Education Students

There is little known about the way in which individuals develop as they progress through university-based teacher education courses and the particular experiences students perceive as critical in their courses. Data were gathered for three year Bachelor of Teaching (Primary) students using questionnaires, small group discussions and inspection of student records. The three stages in the career development of the students were similar to those identified in the literature but also reflected particular features of the course.

scholarly journals Self-Directed Learning Through Computer-Aided Mathematics Instruction: First-Year Teacher Education Experience

2021 ◽  
Vol 11 (3) ◽  
pp. 79
Author(s):  
Folake Modupe Adelabu ◽  
Abongile Ngwabe ◽  
Jogymol Alex
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Mathematics Instruction ◽  
First Year ◽  
Education Students ◽  
Self Directed Learning ◽  
First Year Teacher ◽  
Computer Aided ◽  
Directed Learning ◽  
Teacher Education Students

Objective: The study investigates first-year teacher education students’ self-directed learning through Computer-Aided Mathematics Instruction (CAMI).Methods: A total of 230 first-year mathematics teachers specialising in Further Education and Training (FET) phase teaching participated in the study, where responses from 50 student teachers were purposively and conveniently selected to report on in this paper. A qualitative research method approach was used and open–ended questionnaires were utilised to collect the data for first-year teacher education students’ self-directed learning. The questionnaires were analysed using descriptive data analysis.Results: Results of the study revealed that CAMI was used to monitor students’ learning, the time the learning takes place, the performance of the student within the duration of time, and to evaluate student performance. The results also revealed the skills that characterised self-directed learning and active learning where the student teachers were motivated to learn more and to solve difficult problems in mathematics.Conclusions: The study recommends technology integration, such as CAMI, in teacher education and teaching and learning in the Higher Education Institutions (HEIs), to promote self-directed learning and support effective learning for future learners.

scholarly journals Supporting mobile education for pre-service teachers

2006 ◽  
Vol 22 (3) ◽  
Author(s):  
C. Paul Newhouse ◽  
P. John Williams ◽  
Jennifer Pearson
Keyword(s):  
Teacher Education ◽  
Mobile Computing ◽  
Digital Technologies ◽  
School Of Education ◽  
Education Students ◽  
Digital Device ◽  
Laptop Computers ◽  
The Past ◽  
Mobile Education ◽  
Teacher Education Students

<span>Mobile computing devices are increasingly finding a place in universities, putting the pressure on teacher education to consider how best to incorporate the use of these technologies. At the same time there is pressure from the requirement for teacher education students to develop skills and experience in using digital technologies to support their teaching in schools. In response to these pressures the School of Education at Edith Cowan University has involved students in two exploratory projects over the past two years concerned with the use of laptop computers. This paper reports on the implementation and results of these projects. While generally the outcomes were positive it is not clear that this is the preferred solution when considering the range of digital device options available.</span>

scholarly journals Imagining a Writing Centre for Meeting Student Needs

2021 ◽  
Author(s):  
Jyoti Raina
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Learning Support ◽  
Student Needs ◽  
Education Students ◽  
Policy Makers ◽  
Undergraduate Institutions ◽  
Pre Service Teacher ◽  
Teacher Education Students

<p><i>This research is an exploratory study of pre-service teacher education students need for learning support in writing. The participants were 81 student-teachers enrolled for a Bachelor’s of Elementary Education (B.El.Ed.) degree programme at Department of Elementary Education at University of Delhi. The study was data-driven as the need was explored by administering a questionnaire to student-teacher participants. The focus was on gathering empirical data on what their perceived writing needs were and how these could be addressed. The participant responses overwhelmingly articulated a gap between their writing skills and the writing demands of their curriculum. The need for creating a writing centre (henceforth WC) aimed at learning support for writing was reported while also explicating the nature of support that students seek. The findings demonstrate necessity, benefits and wide-ranging value of establishment of a WC at undergraduate institutions of teacher education. This is a pressing student need that begs the attention of educational administrators, policy-makers and higher education faculty in the global south.</i></p>

Hyper Visual Culture: Implications for Open Distance Learning at Teacher Education Level

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Dairai D. Dziwa
Keyword(s):  
Teacher Education ◽  
Distance Learning ◽  
Student Teachers ◽  
Visual Analysis ◽  
Visual Learning ◽  
Education Level ◽  
Education Students ◽  
The World ◽  
Visual Pedagogy ◽  
Teacher Education Students

Many printed and electronic texts to date abound with visual information purportedly integrated to enrich the learning experience of the readers. The world today is inundated with images. Thus, consciously or unconsciously, visual learning is becoming prominent in every learning situation and inevitably in the print-based open distance learning model (ODL) in teacher education. In this paper I argue that there is no proportionate growth between the use of visual language and visual semiotics competences for open distance learning at teacher education level in Zimbabwe. This paper is based on empirical findings from a gender critical visual narrative study conducted in Zimbabwe with 20 teacher education students. Prompts in conjunction with focus group discussions were used to solicit participants to exhibit how gender perspectives were interpreted through the encoding and decoding of visual displays. The results showed that the images actually exhibited gendered data, particularly critical social themes such as gender violence, fights for equal rights and gender oppression reversals in addition to the predictable patriarchal, masculine, hegemonic themes identified. The study therefore concluded that exposing the student teachers to visual pedagogy during ODL without the pre-requisite visual interpretation skill is disastrous, ineffective and time wasting. Learning becomes divorced from the world in which the learner lives. The paper therefore puts forward some guidelines for the adoption of visual pedagogy and recommendations to expose the teacher education students to the visual grammar and semiotic skills necessary for visual analysis.

scholarly journals Imagining a Writing Centre for Meeting Student Needs

2021 ◽  
Author(s):  
Jyoti Raina
Keyword(s):  
Teacher Education ◽  
Elementary Education ◽  
Student Teachers ◽  
Learning Support ◽  
Student Needs ◽  
Education Students ◽  
Policy Makers ◽  
Undergraduate Institutions ◽  
Pre Service Teacher ◽  
Teacher Education Students

<p><i>This research is an exploratory study of pre-service teacher education students need for learning support in writing. The participants were 81 student-teachers enrolled for a Bachelor’s of Elementary Education (B.El.Ed.) degree programme at Department of Elementary Education at University of Delhi. The study was data-driven as the need was explored by administering a questionnaire to student-teacher participants. The focus was on gathering empirical data on what their perceived writing needs were and how these could be addressed. The participant responses overwhelmingly articulated a gap between their writing skills and the writing demands of their curriculum. The need for creating a writing centre (henceforth WC) aimed at learning support for writing was reported while also explicating the nature of support that students seek. The findings demonstrate necessity, benefits and wide-ranging value of establishment of a WC at undergraduate institutions of teacher education. This is a pressing student need that begs the attention of educational administrators, policy-makers and higher education faculty in the global south.</i></p>

Student Teachers’ Capacity and Willingness to Teach Financial Literacy in Flanders

2017 ◽  
Vol 28 (2) ◽  
pp. 313-321 ◽  
Author(s):  
Lieven De Moor ◽  
Lindsey Verschetze
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Financial Literacy ◽  
Teacher Education Program ◽  
Financial Education ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
Teacher Education Students

The purpose of this article is to assess the student teachers’ capacity and willingness to teach financial literacy in Flanders via on-site paper surveys of 368 final-year teacher education students. We argue that the Flemish teacher education program needs to be revised to introduce financial education in secondary schools. We find that revisions to the program can improve student teachers’ capacity and increase their willingness to teach for financial literacy. Moreover, student teachers support such reforms. Thus, policymakers and researchers can use this article as a guideline for revising teacher education programs with respect to financial education.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

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