scholarly journals Internship integrated practitioner research projects foster student teachers’ professional learning and research orientation: a mixed-methods study in initial teacher education

2021 ◽  
pp. 1-20
Author(s):  
Katharina Heissenberger-Lehofer ◽  
Georg Krammer
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Student Teachers ◽  
Professional Learning ◽  
Practitioner Research ◽  
Mixed Methods Study ◽  
Initial Teacher Education ◽  
Research Projects ◽  
Research Orientation

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals A QUALITATIVE APPROACH TO STUDY THE ROLE AND IMPORTANCE OF INQUIRY-BASED LEARNING: PROFESSIONAL LEARNING EXPERIENCE OF TEACHER-EDUCATORS AND STUDENT-TEACHERS IN INITIAL TEACHER EDUCATION PROGRAMS

2012 ◽  
Vol 29 (1-2) ◽  
Author(s):  
Nasreen Akhtar ◽  
Intazzar Hussain Butt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teacher Educators ◽  
Science Teacher Education ◽  
Learning Experience ◽  
Initial Teacher Education ◽  
General View ◽  
Teachers And Students ◽  
Understanding Of Science

There is a general view that the transmission style of teaching is inadequate in helping students develop their learning in science, particularly in Initial Teacher Education (ITE) in Pakistan. Inquiry-based pedagogy in science is considered key means of improving an understanding of science and helps students cultivate their science literate thinking and develop their confidence to teach science effectively. In light of the key roles of inquiry-based pedagogy in initial science teacher education, this study explores the perceptions of teachers and students at a university in Punjab as how they understand the elements and process of inquiry-based pedagogy. The research is innovative in the context of exploring teacher-educators’ and student-teachers’ perceptions of inquiry-based pedagogy and also in relation to inquiry in the practicalities of their teaching at University in Punjab (Pakistan). Data has been collected using 2 focus groups with student-teachers and 20 interviews with teacher-educators. The result of this study indicates that the teachers and students mostly held positive views about inquiry-based pedagogy. Significantly, the teachers and students showed a limited understanding of the elements of inquiry-based pedagogy in ITE but they appreciated that they could facilitate the learning process using inquiry. When inquiry-based instructional strategies are integrated into a teaching science methods course, the majority of teachers developed a fair understanding of inquiry-based strategies in science. Moreover, the biggest challenges to inquiry are a non-supportive university academia, the current curriculum and assessment methods used. Finally, recommendations about the importance of teachers’ and students’ perceptions on inquiry-based pedagogy, arrangement of resources, preparation for teachers and students are made to the teacher-educators, University administration, and Higher Education Authority.

iTE

2016 ◽  
Vol 8 (2) ◽  
pp. 21-34 ◽  
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals The Power of Inquiry in Equity-Oriented Teacher Education

2021 ◽  
Vol 3 (3) ◽  
pp. 368-386
Author(s):  
Lexie Grudnoff ◽  
Helen Dixon ◽  
Jill Murray
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Education Programme ◽  
Research Process ◽  
Teacher Inquiry ◽  
Initial Teacher Education ◽  
Data Set ◽  
Persistent Problem

Abstract The international problem of differential achievement between groups of students has particular significance for New Zealand given its persistent problem of inequitable outcomes for Māori and Pasifika students, and those from poor communities. This qualitative study investigated how engagement in teacher inquiry supported student teachers’ understandings of, and practice for, equity. The 28 participants were in a one-year, equity-oriented Master’s initial teacher education programme. The data set comprised 84 research-related assignments participants completed for their teacher inquiry course. Thematic data analysis showed that the structured inquiry process supported participants to challenge inequity by problematizing student engagement and to address this by using a range of evidence to enhance their teaching. Overall, the study suggests that inquiry as research process and stance, along with the application of the Facets equity framework in authentic teaching and learning contexts, is a powerful source of student teacher equity-focused professional learning and practice.

scholarly journals Teachers’ Standards in Ghana’s Initial Teacher Education Programme: Some Implementation Issues and Challenges

2021 ◽  
Vol 7 (1) ◽  
pp. 376
Author(s):  
Eric Daniel Ananga
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Student Teachers ◽  
Professional Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Further Training ◽  
Teacher Education Programme ◽  
Mixed Methods Approach ◽  
High Standards

Ensuring high standards in the preparation of teachers is critical for the effective professional practice of the Ghanaian teacher. This study examines the National Teachers Standards (NTS) for teachers in Ghana with particular focus on the initial teacher education (ITE) programme, and how tutors and student teachers (mentees) apply the NTS. Adopting a mixed methods approach to the collection of data from participants (368 tutors, 3,600 students of whom 408 are mentees), the findings of this study show that not all of the tutors apply the NTS in their practice as expected. The study also found that few of the student teachers (mentees) demonstrate application of the NTS. In terms of policy, there is a need to deepen further training for tutors if they are all expected to implement the NTS as intended.

scholarly journals Understanding the nature of mentoring experiences between teachers and student teachers

2018 ◽  
Vol 7 (1) ◽  
pp. 54-71 ◽  
Author(s):  
Semiyu Aderibigbe ◽  
Donald S. Gray ◽  
Laura Colucci-Gray
Keyword(s):  
Teacher Education ◽  
Education Reform ◽  
Student Teachers ◽  
Professional Learning ◽  
Cultural Practice ◽  
Initial Teacher Education ◽  
Mentoring Relationships ◽  
Content Type ◽  
Teacher Professional ◽  
Practical Implications

Purpose Mentoring is widely recognised as an effective strategy for supporting the professional learning of teachers and student teachers across different educational contexts. Yet, its effectiveness in initial teacher education (ITE) may be more widely conceived to take account of mentoring as a cultural practice, contributing to a change of professional learning habits and relationships towards collegiate and collaborative reflexivity. The purpose of this paper is to explore the nature of mentoring experiences between teachers and student teachers, how these are embedded within the established professional learning culture of the school and the opportunities for mentoring to affect professional learning. Design/methodology/approach Set within the context of a teacher education reform project in Scotland, involving student teachers, mentors and university tutors, the study adopted a critical constructivist theory stance to explore mentoring relationships. A sequential mixed methods approach informed the collection and analysis of data. Findings Quantitative data point to a diversity of experiences of mentoring amongst teachers and student teachers. Qualitative data provide a nuanced account of participants’ views of their mentoring experiences, pointing to opportunities for revisiting assumptions about learning in the classroom as well as questioning established professional learning patterns. Practical implications The authors conclude that mentoring relationships cannot be disentangled from a critical interrogation of the modes of relationships and values supporting professional learning in ITE. Practical implications centre upon preparation and resources to develop mentoring as a tool for learning, embedded within the professional culture of the school. Originality/value This study reframes the concept of mentoring as a practice that does not simply reinforce professional expectations but seeks to redefine teacher professional learning, pedagogy and social relationships in school contexts.

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