The Role of the Practical Element in Initial Teacher Education

1988 ◽  
Vol 11 (1) ◽  
pp. 5-7
Author(s):  
Friedrich Buchberger ◽  
Friedrich Busch
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education

Mobile Learning to Support Computational Thinking in Initial Teacher Education

2021 ◽  
Vol 13 (1) ◽  
pp. 49-62
Author(s):  
Cornelia Connolly ◽  
Raquel Hijón-Neira ◽  
Seán Ó Grádaigh
Keyword(s):  
Teacher Education ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Computational Thinking ◽  
Positive Influence ◽  
Subject Area ◽  
Initial Teacher Education ◽  
Quasi Experimental ◽  
The Subject

Research on the role of mobile learning in computational thinking is limited, and even more so in its use in initial teacher education. Aligned to this there is a need to consider how to introduce and expose pre-service teachers to computational thinking constructs within the context of the subject area they will teach in their future classrooms. This paper outlines a quasi-experimental study to examine the role of mobile learning in facilitating computational thinking development amongst pre-service teachers in initial teacher education. The study enquires if there are significant differences in grades achieved in computational thinking and programming learning when mobile learning is introduced. Findings showed and reaffirmed the positive influence of the mobile applications on the development of computational thinking amongst the pre-service teachers who participated.

scholarly journals Re-forming Initial Teacher Education in Wales: A Personal Review of the Literature

2020 ◽  
Vol 22 (1) ◽  
pp. 38-59
Author(s):  
John Furlong
Keyword(s):  
Teacher Education ◽  
Research Evidence ◽  
Initial Teacher Education ◽  
Reform Process ◽  
Review Of The Literature ◽  
Special Issue ◽  
Close Collaboration ◽  
New Approach ◽  
Partner Schools

The focus of this special issue is the changes to Initial Teacher Education (ITE) that have been instituted in Wales over the last two years. At the heart of the new approach is the insistence that in the future all programmes of ITE should be planned, led and delivered not by universities alone, but by universities working in close collaboration with a number of partner schools. But what is the justification for these radical changes? Why is a collaborative approach between universities and schools needed? This paper, which takes the form of a personal literature review, sets out the research evidence on which I drew in contributing the reform process. It considers evidence on three issues: the role of schools; the role of universities; and the ways in which they can effectively work together.

‘Race’-Education Policy as Social Control?

1994 ◽  
Vol 42 (1) ◽  
pp. 26-61 ◽  
Author(s):  
Jonathan Gabe
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Social Control ◽  
Conceptual Framework ◽  
Race Relations ◽  
Initial Teacher Education ◽  
State Agencies ◽  
British State

This paper focuses on the instrumentalist Marxist model which has been used to explain the policies of the British state in the field of ‘race’-education. After discussing the model's core assumptions and its application in this field the paper explores the model's explanatory adequacy through a case study of the role of the quasi-state agencies of the ‘race’-relations industry in developing ‘race’-education policy in initial teacher education. It ends by considering whether a new conceptual framework is needed to understand ‘race’-education policy.

scholarly journals Elkarrizketak irakasleen prestakuntzarako bitarteko: irakasle-bideratzaileen jarduna ezaugarritzen

Tantak ◽  
2019 ◽  
Vol 30 (2) ◽  
pp. 99-116
Author(s):  
Eneritz Garro ◽  
Nagore Ipiña ◽  
Arantza Ozaeta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Education Teacher ◽  
The Way

ABSTRACTThe aim of the present paper is to analyse and characterise the way in which teacher educators work with student teachers when conducting analyses of their own practice by means of selfconfrontation interviews. The corpus of this work consists of 10 self-confrontation interviews carried out by 5 teacher educators. The role of those teacher educators was analysed using the transcriptions of the interviews and 9 categories were identified. Two categories were found to be the most common: demanding specifications and creating controversy. Differences were also found as regards teacher educators’ profile. As a result, in-depth training for teacher educators has been considered as needed.KEYWORDS: initial teacher education, teacher educators, analysis of the activity, self-confrontation interviews.LABURPENALan honen helburua da aztertzea eta ezaugarritzea unibertsitateko irakasle-bideratzaileek zer nolako bidaidetza mota egiten duten etorkizuneko irakasleekin euren praktikaren analisia bideoaren aurreko autokonfrontazio elkarrizketak egiten ari direnean. 5 irakasle-bideratzailek egindako 10 autokonfrontazio elkarrizketak osatutako corpusean,. aztertu da irakasle-bideratzaile horien rola ikasleekin egindako autokonfrontazio elkarrizketen transkribapenetan eta euren jarduna 9 kategoriatan banatu da. Horietatik bi zehaztapenak eskatzea eta kontrobertsia sortzea, dira elkarrizketetan erabilienak. Irakasle-bideratzailearen profilaren arabera, ordea, ezberdintasunak sumatu dira jarduteko moduetan eta, ondorioz, prestakuntza eredua partekatua izan dadin irakasle-bideratzaileen prestakuntzan sakondu beharko litzateke. GAKO-HITZAK: irakasleen hasierako prestakuntza, irakasle-bideratzailea, jardueraren analisia, autokonfrontazio elkarrizketa.

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