Closing the gap between the theory and practice of teaching: implications for teacher education programmes in Hong Kong

2010 ◽  
Vol 36 (1) ◽  
pp. 91-104 ◽  
Author(s):  
May M.H. Cheng ◽  
Annie Y.N. Cheng ◽  
Sylvia Y.F. Tang
Keyword(s):  
Teacher Education ◽  
Hong Kong ◽  
Theory And Practice ◽  
Closing The Gap ◽  
Teaching Implications ◽  
Practice Of Teaching

scholarly journals Teacher education

2006 ◽  
Vol 39 (1) ◽  
pp. 41-45
Keyword(s):  
South Africa ◽  
Teacher Education ◽  
Hong Kong ◽  
The Netherlands ◽  
Language Learning ◽  
Student Teachers ◽  
World Englishes ◽  
Theory And Practice ◽  
Project Work ◽  
Language Teacher

06–108Andrew, Michael D. (U New Hampshire, USA), Casey D. Cobb & Peter J. Giampietro, Verbal ability and teacher effectiveness. Journal of Teacher Education (Sage) 56.4 (2005), 343–354.06–109Beran, Tanya (U Calgary, Canada) & Claudio Violato, Ratings of university teacher instruction: How much do student and course characteristics really matter?Assessment & Evaluation in Higher Education (Routledge/Taylor&Francis) 30.6 (2005), 593–601.06–110Cadman, Kate (U Adelaide, Australia; [email protected]), Towards a ‘pedagogy of connection’ in critical research education: A REAL story. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 353–367.06–111Francis, Dawn (James Cook U, Australia) & Louise Ingram-Starrs, The labour of learning to reflect. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 541–553.06–112Gordon, June A. (U California at Santa Cruz, USA), The crumbling pedestal: Changing images of Japanese teachers. Journal of Teacher Education (Sage) 56.5 (2005), 459–470.06–113Green, Catherine & Rosie Tanner (IVLOS Institute of Education, Utrecht U, the Netherlands; [email protected]), Multiple intelligences and online teacher education. ELT Journal (Oxford University Press) 59.4 (2005), 312–321.06–114Hsu, Shihkuan (National Taiwan U, Taiwan), Help-seeking behaviour of student teachers. Educational Research (Routledge/Taylor&Francis) 47.3 (2005), 307–318.06–115Kolesnikova, Irina L. (St Petersburg, Russia; vkolesni@rol), English or Russian? English language teacher training and education. World Englishes (Blackwell) 24.4 (2005), 471–476.06–116Leeman, Yvonne & Guuske Ledoux (U Amsterdam, the Netherlands), Teachers on intercultural education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 575–589.06–117Longaker, Mark Garrett (U Texas at Austin, USA), Market rhetoric and the Ebonics debate. Written Communication (Sage) 22.4 (2005), 472–501.06–118Lovtsevich, Galina N. (Vladivostok, Russia; [email protected]), Language teachers through the looking glass: Expanding Circle teachers' discourse. World Englishes (Blackwell) 24.4 (2005), 461–469.06–119McDonald, Ria (U South Africa, South Africa) & Daniel Kasule, The monitor hypothesis and English teachers in Botswana: Problems, varieties and implications for language teacher education. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 188–200.06–120Orland-Barak, Lily (U of Haifa, Israel), Lost in translation: Mentors learning to participate in competing discourses of practice. Journal of Teacher Education (Sage) 56.4 (2005), 355–366.06–121Postholm, May Britt (Norwegian U Science & Technology, Norway), The teacher shaping and creating dialogues in project work. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 519–539.06–122Poulou, Maria (U Crete, Greece), Educational psychology with teacher education. Teachers and Teaching: Theory and Practice (Routledge/Taylor&Francis) 11.6 (2005), 555–574.06–123Shahrzad, Saif (Université Laval, Quebec, Canada), Aiming for positive washback: A case study of international teaching assistants. Language Testing (Hodder Arnold) 23.1 (2006), 1–34.06–124Siew-Lian Wong, Mary (Batu Lintang Teachers' College, Malaysia; [email protected]), Language learning strategies and self-efficacy: Investigating the relationship in Malaysia. RELC Journal (Sage) 36.3 (2005), 245–269.06–125Sifakis, Nicos C. & Areti-Maria Sougari (Hellenic Open U, Greece), Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 467–488.06–126Yin Wa Chan, Alice (City U Hong Kong, China), Tactics employed and problems encountered by university English majors in Hong Kong in using a dictionary. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey) 15.1 & 15.2 (2005), 1–27.

scholarly journals Teacher education

2007 ◽  
Vol 40 (2) ◽  
pp. 163-168
Keyword(s):  
Teacher Education ◽  
Hong Kong ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Identity ◽  
English Language ◽  
Language Education ◽  
Theory And Practice ◽  
Oxford University ◽  
Oxford University Press

07–285Atay, Derin (Marmara U, Istanbul, Turkey; [email protected]), Teachers' professional development: Partnerships in research. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 15 pp.07–286Brandt, C. (Petroleum Institute in Abu Dhabi, United Arab Emirates; [email protected]), Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal (Oxford University Press) 60.4 (2006), 355–364.07–287Carless, David (U Hong Kong, China; [email protected]), Good practices in team teaching in Japan, South Korea and Hong Kong. System (Elsevier) 34.3 (2006), 341–351.07–288Diab, Rula L. (American U Beirut, Lebanon; [email protected]), Teaching practices and student learning in the introductory research methods class. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–289Gorsuch, Greta (Texas Tech U, USA; [email protected]), Doing language education research in a developing country. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 13 pp.07–290Hiep, Pham Hoa (U Hue, Vietnam; [email protected]), Researching the research culture in English language education in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 20 pp.07–291Hussin, Habsah (U Malaysia Sabah, Malaysia; [email protected]), Dimensions of questioning: A qualitative study of current classroom practice in Malaysia.TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–292Kubanyiova, Magdalena (U Nottingham, UK; [email protected]), Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–293Leitch, Ruth (Queen's U, UK), Limitations of language: Developing arts-based creative narrative in stories of teachers' identities. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 549–569.07–294Louden, William & Mary Rohl (U Western Australia, Australia; [email protected]), ‘Too many theories and not enough instruction’: Perceptions of pre-service teacher preparation for literacy teaching in Australian schools. Literacy (Blackwell) 40.2 (2006), 66–78.07–295Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–296Pani, Susmita (English Language Teaching Institute, Bhubaneswar, India; [email protected]), Teacher development through reading strategy instruction: the story of Supriya. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 21 pp.07–297Pardo, Laura S. (Hope College, USA), The role of context in learning to teach writing: What teacher educators need to know to support beginning urban teachers. Journal of Teacher Education (Sage) 57.4 (2006), 378–394.07–298Paris, Cynthia (U Delaware, USA) & Combs, Barbara, Lived meanings: What teachers mean when they say they are learner-centered. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 571–592.07–299Peter, Lizette (U Kansas, Lawrence, USA) & Tracy E. Hirata-Edds, Using assessment to inform instruction in Cherokee language revitalisation. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 643–658.07–300Rankin, Jamie (Princeton U, USA; [email protected]) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–301Søreide, Gunn Elisabeth (U Bergen, Norway), Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 527–547.07–302Tin, Tan Bee (U Auckland, NZ: [email protected]), Looking at teaching through multiple lenses. ELT Journal (Oxford University Press) 60.3 (2006), 253–261.07–303Twiselton, Samantha (St Martin's College, Lancaster, UK; [email protected]), The problem with English: The exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy (Blackwell) 40.2 (2006), 88–96.07–304Watson, Cate (U Aberdeen, UK), Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 509–526.

scholarly journals The Initial Training of Science Teachers in African Countries: A Systematic Literature Review

2021 ◽  
Vol 13 (10) ◽  
pp. 5459
Author(s):  
Diana Soares ◽  
Betina Lopes ◽  
Isabel Abrantes ◽  
Mike Watts
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Literature Review ◽  
Science Teachers ◽  
Systematic Literature Review ◽  
Theory And Practice ◽  
Initial Training ◽  
African Countries ◽  
Learning And Teaching ◽  
Teacher Education Research

This study presents a systematic literature review (SLR) on the initial training of science teachers in Africa based on selected research articles, in the period 2000–2020, that emphasize the importance of surveying knowledge that goes beyond those that historically have a longer path in the building of scientific knowledge, such as that of European or North American countries. The analysis included a total of 31 articles from the Web of Science (WoS) and Scopus databases. The findings indicate a lack of knowledge, or at least visibility, considering the initial training of African teachers, particularly in developing countries. South Africa leads the number of publications. Within the five African countries implied in the SLR the following outputs were identified: (i) a division between teacher education research that is ‘place-based’ and one that uses (only) ‘universal theories’ (such as Vygotsky and Bandura); (ii) a tension between the application of student-centered learning and teaching models and more traditional classroom practices. Finally, the majority of articles highlight the importance of investing in further research around teacher education. Based on these outputs the importance of international cooperation in teacher education research articulating theory and practice to ensure a global and local perspective towards sustainable development is reinforced.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

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