scholarly journals The Validity and Reliability of OFSTED Judgements of the Quality of Secondary Mathematics Initial Teacher Education Courses

2001 ◽  
Vol 31 (2) ◽  
pp. 221-237 ◽  
Author(s):  
Anne Sinkinson ◽  
Keith Jones
Keyword(s):  
Teacher Education ◽  
Secondary Mathematics ◽  
Initial Teacher Education ◽  
Validity And Reliability ◽  
Education Courses

Redesigning initial teacher’s education practices with learning scenarios

2019 ◽  
Vol 36 (3) ◽  
pp. 266-283 ◽  
Author(s):  
Ana Pedro ◽  
João Piedade ◽  
João Filipe Matos ◽  
Neuza Pedro
Keyword(s):  
Teacher Education ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Content Type ◽  
Education Practice ◽  
Planning Strategy ◽  
Learning Scenarios ◽  
The One

PurposeThe construction of learning scenarios is a way to plan for teaching activities, promoting the development of skills related to problem solving, collaboration, critical thinking and creativity. Using learning scenarios as a lesson planning strategy becomes a powerful tool in initial teacher education. On the one hand, it mobilizes teaching-related scientific concepts, and on the other hand, it offers opportunities to think on innovative pedagogic approaches involving strategies and capacities essential for the future teacher. Research shows that teacher education programs within real school contexts enriched with digital technologies represent an important factor in increasing the quality of teachers’ preparation and their future professional practice. The paper aims to discuss these issues.Design/methodology/approachThe authors present the analysis of practice of design and implementation of learning scenarios in teachers’ initial education courses developed with students of teaching master degrees. Activity theory is used in the analysis of a case study of a student-teacher in Computer Science.FindingsThe results have been analyzed, contributing to the specification of the principles underlying the learning scenarios in initial teacher education.Research limitations/implicationsResults show the affordances and possibilities of using learning scenarios as structuring resources for the initial teacher education practice.Originality/valueTherefore, the use of learning scenarios brings a set of potentialities to teacher training given its prospective nature.

scholarly journals THE EFFECTS OF THE PEDAGOGICAL EXPERIENCE ON THE QUALITY OF TEACHER EDUCATION

2015 ◽  
Vol 3 (2) ◽  
pp. 41-46
Author(s):  
Tatjana Koteva-Mojsovska ◽  
Suzana Nikodinovska Bancotovska
Keyword(s):  
Teacher Education ◽  
Educational Process ◽  
Teaching Science ◽  
The Other ◽  
Initial Teacher Education ◽  
Theoretical Knowledge ◽  
Pedagogical Practice ◽  
Scientific Thought ◽  
Positive Effects

Faculties should ensure integration of science and teaching: science that constantly evolves following the changes in scientific thought and teaching that incorporates these changes in their own organization. So there is a need of including the students, who are prepare for teachers, in the process of pedagogical experience during their study. Pedagogical experience is a completed with a pedagogical practice and hospitation on one side and theoretical knowledge on the other side. Pedagogical experience is a kind of activities that students are involved in the educational process. Considering the importance of these activities, we made a research to determine the effects of pedagogical experience of students in the fourth year of studies at the Pedagogical Faculty in Skopje. This research is guided by two assumptions: 1. Pedagogical experience as an integral part of studies has positive effects on the quality of initial teacher education and educators; 2. The organization of pedagogical internship does not fully satisfy the educational-applicative needs of students and objectives of the internship.During the survey, we have found that the students have good theoretical knowledge about the educational process and are successful in selecting topics for discussion with the competent persons in institutions. But they are not initiative enough and they are not sufficiently active in the process that have no direct obligation to implement and to record. Because of that, students have to be well prepared and instructed for all activities through the practice that will relate to their overall engagement as teachers.It shows that there is a necessity to redefine the structure, objectives, content and organization of the internship.

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

scholarly journals Pre-service Teachers’ Views of Their Training: Key Issues to Sustain Quality Teacher Education

2014 ◽  
Vol 16 (2) ◽  
pp. 39-53 ◽  
Author(s):  
Maria Assunção Flores ◽  
Patrícia Santos ◽  
Sandra Fernandes ◽  
Diana Pereira
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Written Narratives ◽  
Key Issues

Abstract This paper draws upon data from a broader piece of research aimed at examining pre-service teachers' views of their initial teacher education within the context of a master’s degree programme in teaching. The data were collected through questionnaires and written narratives at the beginning and at the end of the programme. In this paper, the data arising from 47 narratives at the end of the programme are presented. Five categories emerged from the qualitative data: curriculum content, teaching practice, the role of teacher educators, teaching and learning methods, the organisational aspects and structure of the programme. Although the participants identified positive aspects of the initial teacher education programme, they also stress that there is room for improvement, especially with regard to a greater coherence of the curriculum and a better articulation of its different components. Implications of the findings for enhancing the quality of initial teacher education and the role of teachers’ educators are discussed.

scholarly journals Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education

2021 ◽  
Author(s):  
Reyhan Tekin-Sitrava ◽  
Gabriele Kaiser ◽  
Mine Işıksal-Bostan
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Education Program ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Courses

AbstractAlthough the effects of professional development programs on teachers’ noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers’ noticing skills within initial teacher education. This paper examines the extent to which prospective teachers’ noticing skills are developed through the mathematics education courses taken within the mathematics teachers’ education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children’s Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST’s noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills.

scholarly journals Exploring culturally sustaining practice for indigenous learners in initial teacher education in Aotearoa New Zealand

2021 ◽  
Author(s):  
Robin Averill ◽  
Hiria McRae
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Ease Of Use ◽  
Initial Teacher Education ◽  
Course Content ◽  
Teacher Understanding ◽  
Aotearoa New Zealand ◽  
Education Courses ◽  
Indigenous Learners

Culturally sustaining practices are advocated for enhancing learning experiences of Indigenous learners. Developing the use of culturally sustaining practice is challenging, in part as many educators do not have Indigenous heritage and have not themselves experienced such teaching. Here we discuss an investigation into how we develop student teacher understanding of practice culturally sustaining for Indigenous Māori learners in our initial mathematics teacher education courses. We show how a four-dimension framework (accommodation, reformation, transformation, and representation) can expose strengths and opportunities for improvement in course content and approaches towards developing culturally sustaining practices. Factors considered include education policy, resources, course development and content. Affordances (e.g., ease of use) and challenges (e.g., contextal factors) of using the framework are discussed. We demonstrate that the framework can be a useful tool for teacher educators working to strengthen their focus on developing culturally sustaining teacher practice to enhance educational opportunities of Indigenous learners.

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