Masterly preparation: embedding clinical practice in a graduate pre-service teacher education programme

2012 ◽  
Vol 39 (1) ◽  
pp. 93-106 ◽  
Author(s):  
Larissa McLean Davies ◽  
Melody Anderson ◽  
Jan Deans ◽  
Stephen Dinham ◽  
Patrick Griffin ◽  
...  
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Education Programme ◽  
Teacher Education Programme ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Creativity, Continuity and Context in Teacher Education: Lessons from the Field

2006 ◽  
Vol 22 (1) ◽  
pp. 31-38 ◽  
Author(s):  
Anne Bore
Keyword(s):  
Teacher Education ◽  
School Culture ◽  
Environmental Education ◽  
Education Programme ◽  
School Science ◽  
Curriculum Planning ◽  
Teacher Education Programme ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

AbstractLessons from a pilot introduction of environmental education into a teacher education programme designed to address pupil disengagement from school science, are discussed in this paper. Pre-service teachers discovered that environmental education can be a potent context for creativity and continuity in curriculum planning. Interpretation of the responses demonstrates that environmental education can be used to develop scientific and eco-literacy and that pre-service teachers can be imaginative when offered the opportunity to link disparate areas of science in this context, but the timing of the intervention appears to be critical. Exposure to school culture appears to inhibit their ability to plan imaginatively. This has implications for pre-service teacher education and practising teachers internationally, if pupil disenchantment with science is to be halted.

Exploring Awareness for Technological Pedagogical and Content Knowledge (TPAC) in Pre-Service Teacher Education Programme

2021 ◽  
pp. 1-14
Author(s):  
Seema Rani Thappa ◽  
J N Baliya
Keyword(s):  
Teacher Education ◽  
Content Knowledge ◽  
National Level ◽  
Education Programme ◽  
Policy Formulation ◽  
Teacher Education Programme ◽  
Integration Of Technology ◽  
Current Perspective ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The purpose of the present study is to explore the prospective teacher’s awareness about Technological Pedagogical and Content Knowledge (TPACK) framework in their ongoing teacher education programme. The sample comprised 80 B.Ed. students from two colleges of Jammu division and 20 M.Ed. students from one prominent university of the Jammu division. The investigator employed a self-constructed semi-structured tool as per the objective of the study. The study employed a descriptive exploratory design. The findings revealed that both at UG and PG level, students have individualised knowledge about technology, pedagogy and content but, the least number of students were familiar with this framework. The study included some concrete suggestions and recommendations for meaningful integration of Technology-mediated pedagogy in the ongoing teacher education programme at the regional and national level. The findings of the study help in strengthening the policy formulation for teacher education in the current perspective.

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