scholarly journals A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

2006 ◽  
Vol 32 (4) ◽  
pp. 379-393 ◽  
Author(s):  
Val Brooks
Keyword(s):  
Teacher Training ◽  
Quiet Revolution ◽  
Initial Teacher Training ◽  
Training Schools ◽  
The Impact

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

scholarly journals The Impact of Socrative Exit Tickets on Initial Teacher Training

2021 ◽  
pp. 1-9
Author(s):  
Jesús Paz-Albo ◽  
José María Ruiz Ruiz ◽  
Ricardo Bernárdez-Vilaboa ◽  
Pilar Huerta-Zavala ◽  
Aránzazu Hervás-Escobar
Keyword(s):  
Teacher Training ◽  
Initial Teacher Training ◽  
The Impact

scholarly journals Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Maria João Macário ◽  
Cristina Manuela Sá
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Collaborative Work ◽  
Work Practices ◽  
Online Forums ◽  
Initial Teacher Training ◽  
Collaborative Environment ◽  
Didactic Knowledge ◽  
The Impact ◽  
The Relationship

A study was developed with students from a professional master’s degree. The aims were: i) to identify their representations of collaborative work (by means of a questionnaire and an individual written assignment); ii) to understand the impact of these representations on the use of collaborative work practices in online forums (through a questionnaire and messages posted in the forum); iii) to understand how the use of collaborative work in online forums contributes to the construction of didactic knowledge when addressing the issue of spelling (through messages posted in the forum and didactic tools designed by the groups); iv) to understand the contribution of this knowledge to the creation of didactic tools when addressing spelling. Results show the relationship between the appreciation of (and failure to appreciate) collaboration and its use in a collaborative environment, which impacts on the knowledge constructed and therefore on the didactic tools designed by the students.

Assessment for Learning Regarding the Strategy of Rhetorical Competence Development in Initial Teacher Training

2020 ◽  
pp. 193-213
Author(s):  
Rata Iulian ◽  
Birnaz Nina ◽  
Elena Aurel Railean
Keyword(s):  
Teacher Training ◽  
Learning Strategies ◽  
Assessment For Learning ◽  
Competence Development ◽  
Digital Textbook ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Higher Institutions ◽  
The Impact

Over the past decade, the need for successful learning strategies in initial teacher training has become increasingly clear. One of these strategies focuses on rhetoric competence development. The main point of the strategy is the assessment for learning. This chapter investigates the impact of assessment for learning on learning outcomes in the process of rhetoric competence development and their feasibility within initial teacher training. The starting point is instructional dynamic and flexible strategy. This strategy made notable progress with respect to digital textbook. However, there continues to be gaps in the literature examining the extent to which successful learning strategies are being assessed. This problem has begun to take a place on the agenda within higher institutions. It was observed that to date there has been little effort to bring together the effective procedures around the purpose of equipping students with successful learning strategies to learn for the long term. This chapter closes this gap.

scholarly journals Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

2020 ◽  
Vol 10 (2) ◽  
pp. 26 ◽  
Author(s):  
José Manuel Sáez-López ◽  
Ramón Cózar-Gutiérrez ◽  
José Antonio González-Calero ◽  
Cosme J. Gómez Carrasco
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Primary Teachers ◽  
Wilcoxon Test ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Open Questions ◽  
The University ◽  
University Training ◽  
The Impact

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

scholarly journals Promoting Student Teachers’ Self-Regulated Learning in the Workplace

2021 ◽  
Author(s):  
Emmy Vrieling-Teunter ◽  
Sjef Stijnen ◽  
Theo Bastiaens
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Research Question ◽  
Primary Teacher ◽  
Gradual Transition ◽  
Initial Teacher Training ◽  
Self Regulated Learning ◽  
Motivation For Learning ◽  
Regulated Learning ◽  
Training Schools

AbstractThis quasi-experimental study of self-regulated learning (SRL) in the context of primary teacher education emerged from the importance attributed to SRL for developing student teachers’ active and conscious learning. Contrary to earlier studies that focused on SRL within the initial teacher training, in this study we sought for the impact of increased SRL opportunities on student teachers’ motivation for learning in their workplace which is an important part of their educational program. The study focused on the way in which SRL opportunities for student teachers can be shaped in the workplace (research question one), the differences in perceived SRL opportunities between the experimental and the control condition (research question two) and the differences in motivation for learning between the experimental and the control condition (research question three). In answer to research question one, the earlier findings of SRL within the initial teacher program were combined with the insights and experiences of the stakeholders in practice. This resulted in a SRL approach for the workplace that was applied during one academic year by 12 primary teacher educators in cooperation with 45 primary teachers of 45 training schools. In answer to research question two, the training appeared effective because student teachers in training schools (N = 80) experienced more SRL opportunities than student teachers in the non-training schools (N = 51). In answer to research question three, student teachers in training schools demonstrated more motivational expectancy (i.e. control belief and self-efficacy for learning) compared with student teachers in non-training schools. This was in line with previous findings within initial teacher training. The importance of a gradual transition from teacher control to student control appeared vital.

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