Awakening Reverence: The Role of Descriptive Inquiry in Developing Perception and Reverence—The Case of the Prospect School Teacher Education Program

2012 ◽  
pp. 79-95
Author(s):  
Carol Rodgers
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
School Teacher

Teacher Preparation—a Coordinated Approach

1983 ◽  
Vol 30 (8) ◽  
pp. 21-22 ◽  
Author(s):  
William F. Burger ◽  
Lee Jenkins ◽  
Margaret L. Moore ◽  
Gary L. Musser ◽  
Karen Clark Smith
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
School Teacher ◽  
State University ◽  
Teaching Situation ◽  
Mathematics Preparation ◽  
Oregon State University

In the September 1981 issue, Dossey reported the “somewhat discouraging” comparison of recommended program criteria with the current teaching situation and curricula for grades K-6. We at Oregon State University had had similar concerns, and in the 1981 fall term we implemented a revised, comprehensive mathematics preparation component for the elementary school teacher education program. Based on the Dossey article, this revised program would rank in the top 5 percent of programs in the country, and we believe it contains the elements necessary to produce an exemplary program.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2016 ◽  
pp. 437-461 ◽  
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

Preparing Urban Educators to Address Diversity and Equity through Field-Based Teacher Education

2020 ◽  
pp. 757-781
Author(s):  
Adam S. Kennedy ◽  
Amy J. Heineke
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
Field Experiences ◽  
Iterative Design ◽  
Design And Implementation ◽  
Urban Educators ◽  
Urban Contexts

This chapter presents a case for field-based teacher preparation through mutually beneficial community partnerships in diverse urban contexts. Such models are a response to calls for change in teacher education, as well as to current policies and research on the central role of field experiences. Extant research is shared on partnerships as a key context for developing programs with depth, effectiveness, and sustainability. Next, information is presented about the development and implementation of one field-based teacher education program designed around mutually beneficial partnerships to prepare effective urban educators. Key themes and practices are demonstrated through data-based vignettes of collaborative field experiences with urban educators. These cases involve unique preparation experiences, stakeholders, and roles, but also serve as illustrations of the ways in which partnerships aimed at achieving mutual benefit must undergo continuous evaluation and redesign. Recommendations for iterative design and implementation of field-based models are offered.

scholarly journals The Effect of POGIL Learning Model on HOTS Students of Elementary School Teacher Education Program

2019 ◽  
Vol 3 (2) ◽  
pp. 87-92 ◽  
Author(s):  
Masnur Masnur ◽  
Syaparuddin Syaparuddin
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
School Teacher ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Test Technique ◽  
Higher Order Thinking Skills ◽  
Significance Level

This research aims at determining the effect of the process oriented guided inquiry learning (POGIL) model on odd semester higher order thinking skills (HOTS) students. The research applied quasi-experimental research with nonequivalent groups pretest-posttest design. The population is all the students of elementary teacher education program (PGSD) of STKIP Muhammadiyah Enrekang in academic year 2017/2018. The sample was chosen by using purposive sampling technique. The data was collected through the test technique in order to find out the score of the higher order thinking skills (HOTS) students. The data was analyzed through Independent T-Test with a significance level of 0.05. The results of this study significantly influence the increase in HOTS students (0.924) which shows > 0.05 α.

scholarly journals The Analysis of Vocational Teacher Readiness at Culinary Education Program in Participating in Online Professional Teacher Education Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Siva Saramoya ◽  
Basyirun Basyirun ◽  
Murdani Murdani
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Computer Literacy ◽  
Professional Competence ◽  
Teacher Education Program ◽  
School Teacher ◽  
Vocational School ◽  
Personal Competence ◽  
Professional Teacher ◽  
Pedagogical Competence

This study aims to: (1) describe the readiness of vocational school teacher of culinary program in the implementation of online  - based Professional Teacher Education (PTE); (2) find factors driving and inhibiting the readiness of teachers in the implementation of online – based PTE. This quantitative descriptive study was conducted at SMK N 6 Semarang (Tourism Vocational School) and SMK N 1 Bawen (Agricultural Vocational School) involving 14 productive skill teachers of the Culinary Program. The data were obtained using questionnaires and analyzed descriptively using percentages. The results of the study were: 57% of teachers had very high readiness, 36% were high and only 7% had sufficient readiness. The factors supporting the readiness of productive teacher skill at culinary program during the implementation of online – based PTE are facilities and infrastructure (79%), Knowledge on the field of culinary program (86%), pedagogical competence (79%), personal competence (86%), social competence (86%) and professional competence (93%). Factors inhibiting the readiness of the online – based PPG is the computer literacy (57%) and networking access (64%). It was concluded that teachers have a high readiness in the implementation of online – based PTE. Factors supporting the readiness of the online PTE are infrastructure, the knowledge, pedagogical competence, personal competence, social and professional competence. The inhibiting factor is the ability to operate a computer and access the network.

scholarly journals An Analysis of Preservice Elementary Teacher Ability in Creative Writing Containing Character Education with Local Wisdom Persepective

2021 ◽  
Vol 5 (3) ◽  
Author(s):  
Retno Winarni ◽  
St Y Slamet ◽  
Jenny IS Poerwanti ◽  
Muhammad Ismail Sriyanto ◽  
Septi Yulisetiani ◽  
...  
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Creative Writing ◽  
Character Education ◽  
Education Program ◽  
Elementary Teacher ◽  
Teacher Education Program ◽  
School Teacher ◽  
Elementary School Teacher ◽  
Teacher Ability

This study aims to analyze the ability of preservice elementary teacher ability in poetry writing containing character education with local wisdom persepective. Mix method research approach is used with research design is triangulation design. The research subjects were 35 students of the elementary school teacher education program. The data were obtained through the technique of writing poetry tests and interviews. The analysis of the test used aspects of poetry writing skills. The research findings provide views that students have been able to write poetry with their own imagination, include the meaning of poetry, the advice, and are able to integrate character values with local wisdom. Mastery of the diction aspect is the lowest among other aspects that need to be improved. Recommendations of this research to educators and future research as a review for developing effective Indonesian language learning in the elementary school teacher education program, especially in productive language skills, namely creative writing with character education and local wisdom.

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

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