Quality of School-based Physical Education and Sport for Students with Disabilities in Western Australia

1998 ◽  
Vol 22 (1) ◽  
pp. 38-49
Author(s):  
Richard Lockwood ◽  
Anne Lockwood
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Physical Education ◽  
Students With Disabilities ◽  
Support Staff ◽  
School Based ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Relative Quality

The relative quality of Physical Education and Sport for students with and without disabilities was examined by surveying the views of students, teachers, and support staff in a sample of West Australian schools. The findings indicate differences in quality of Physical Education and Sport for students with and without disabilities. Students with disabilities did not receive the same quality of Physical Education and Sport experiences, although they tended to be enthusiastic about what they did receive. A higher proportion of this group completed activities other than fully participating in Physical Education and Sport. Depending on individual circumstances, this may suggest that in addition to the inclusion model, there may be a need to establish parallel or segregated and personalised programs for some students. The findings also highlighted the urgent need for (a) inclusionary practice to be an integral part of pre‐service teacher education, (b) a range of professional development and networking opportunities for teachers of Physical Education, and (c) greater resources to be allocated for equipment, facilities and support staff to assist students with disabilities.

scholarly journals Teacher Professional Development in Finland: Towards a More Holistic Approach

2015 ◽  
Vol 7 (3) ◽  
pp. 279 ◽  
Author(s):  
Hannele NIEMI
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
School Community ◽  
Professional Autonomy ◽  
Service Research ◽  
Induction Phase ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT: The article reflects on teacher professional development as a continuum that starts during pre-service time, continues into the first years of newly qualified teachers’ induction phase, and spans a career-long development throughout their teaching careers. Finnish teachers work in contexts that provide high professional autonomy and agency in their work. Pre-service teacher education prepares them for this responsible role. In earlier years, in-service training occurred on training days and through short courses. The new trend sees teachers as developers in the whole school community. Teachers have researchbased orientation in pre-service teacher education, which makes them capable to design school-based projects and their own development as it relates to school development. The article introduces four cases in which new trends have already been implemented. These best practices are examples how to (1) support the school community to cross boundaries towards multi-professional cooperation, (2) design an innovative school community using a design-based approach together with many partners, (3) connect pre-service and in-service research-based teacher education in science, technology and math (STEM) teaching, and (4) promote induction for new teachers.

scholarly journals REVAMPING PRE-SERVICE TEACHER EDUCATION UNDER NEW NCTE NORMS 2014: PERCEPTION OF B.ED. STUDENTS TOWARDS INCREASED DURATION OF COURSE

2017 ◽  
Vol 5 (6) ◽  
pp. 92-101
Author(s):  
Shabir Ahmed ◽  
Ahakesh Sharma
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Education Programme ◽  
School Education ◽  
National Council ◽  
Pre Service Teacher Education ◽  
One Year ◽  
Training Programmes ◽  
Pre Service Teacher

Today India is having one of the largest networks of schools in the world. School education is most important stage in the whole educational ladder and underwent transformation since independence. For say after independence government of our country stressed on quantitative expansion of school education so as to provide access of education to the students in their door steps but in 21st century focus is shifted from quantity to quality of school education. This shift of paradigm and ICT revolution made the job of teacher more demanding. Quality of school education is depending on quality and professional commitment of teachers and quality of teachers depend upon nature and type of pre-service teacher training to prospectus teachers. Keeping pace with the needs of present time, in 2012 Verma committee recommended number of changes in the pre-service teacher education programme and enhancing duration was one of them. Hence, National Council of Teacher Education (NCTE) came up with new regulation in 2014 under which duration of B.Ed. and M.Ed. was increased from initial one year to two years. The new NCTE regulations are implemented all over the nation from academic session 2015-2016. However, the implementation of new NCTE norms has given a way to the debate on the credibility of increased duration of both the courses. The present paper will appraise the probable benefits and issues related with the increased duration of the pre-service teacher training programmes as per the NCTE Regulations 2014.

Online Mathematics Teacher Professional Development

2020 ◽  
pp. 203-215
Author(s):  
Sandra B. Nite ◽  
Ali Bicer
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Professional Development ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teacher Education ◽  
Teacher Professional ◽  
Pre Service Teacher Education ◽  
Blackboard Learn ◽  
Pre Service Teacher

The purpose of this chapter is to describe an online learning environment that has been used for professional development with mathematics teachers and can be used for pre-service teacher education. The description of the Blackboard Learn and Blackboard Collaborate combination for the mathematics teacher education enables teachers to collaboratively engage in inquiry, reasoning and justification, and technology integration as participants. In addition, teachers can have opportunities to discuss various ways to incorporate these ideas more fully into their instructional practices.

scholarly journals Teacher educators’ understanding of integrating lesson study into pre-service teacher education

2021 ◽  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Reform ◽  
Lesson Study ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

scholarly journals Has Reflective Practice Done More Harm than Good in Teacher Education?

Phronesis ◽  
2013 ◽  
Vol 2 (1) ◽  
pp. 80-88 ◽  
Author(s):  
Tom Russell
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Personal Perspective ◽  
Teacher Education Programs ◽  
Before And After ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Why do we emphasize reflective practice so extensively in pre-service teacher education? What evidence do we have that frequent references to reflection are improving the quality of the teachers we prepare for certification and careers in teaching? Whatever reflection and reflective practice are, they are not ends in themselves; hopefully, they are means to the end of better teaching practices and better learning by students in schools. In this article I explore reflection and reflective practice from several perspectives, including my personal experiences as a teacher educator working with individuals preparing to become teachers of physics. The question asked in the title captures my fear that the ways teacher educators have responded to and made use of the concepts of reflection and reflective practice may be doing more harm than good in pre-service teacher education. To begin, I consider teacher education practices before and after the arrival of the term reflective practice. I then consider elements of Schön’s (1983) work and review five articles about reflective practice in teacher education; this is not a formal literature review, but rather an effort to show how virtually every article about reflective practice seems to be driven by its author’s personal perspective. The article continues with personal interpretations and illustrations and concludes with five generalizations about teacher education practices that indicate that much more work needs to be done if references to reflection are to do more good than harm in preservice teacher education programs.

scholarly journals Development of Quality Oriented Model for Restructuring of Pre-service Teacher Education Programs

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Wajiha Kanwal ◽  
Iffat Basit ◽  
Qurat ul Ain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Bachelor Of Education ◽  
Assessment Techniques ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs.  It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

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