The impact of an Irish‐medium education option in initial teacher training on a third level institution

2004 ◽  
Vol 23 (1) ◽  
pp. 17-34
Author(s):  
Seán MacCorraidh
Keyword(s):  
Teacher Training ◽  
Initial Teacher Training ◽  
Medium Education ◽  
Level Institution ◽  
The Impact

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

scholarly journals The Impact of Socrative Exit Tickets on Initial Teacher Training

2021 ◽  
pp. 1-9
Author(s):  
Jesús Paz-Albo ◽  
José María Ruiz Ruiz ◽  
Ricardo Bernárdez-Vilaboa ◽  
Pilar Huerta-Zavala ◽  
Aránzazu Hervás-Escobar
Keyword(s):  
Teacher Training ◽  
Initial Teacher Training ◽  
The Impact

scholarly journals Collaboration in initial teacher training for constructing didactic knowledge: a study in Higher Education

2016 ◽  
Vol 9 (2) ◽  
Author(s):  
Maria João Macário ◽  
Cristina Manuela Sá
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Collaborative Work ◽  
Work Practices ◽  
Online Forums ◽  
Initial Teacher Training ◽  
Collaborative Environment ◽  
Didactic Knowledge ◽  
The Impact ◽  
The Relationship

A study was developed with students from a professional master’s degree. The aims were: i) to identify their representations of collaborative work (by means of a questionnaire and an individual written assignment); ii) to understand the impact of these representations on the use of collaborative work practices in online forums (through a questionnaire and messages posted in the forum); iii) to understand how the use of collaborative work in online forums contributes to the construction of didactic knowledge when addressing the issue of spelling (through messages posted in the forum and didactic tools designed by the groups); iv) to understand the contribution of this knowledge to the creation of didactic tools when addressing spelling. Results show the relationship between the appreciation of (and failure to appreciate) collaboration and its use in a collaborative environment, which impacts on the knowledge constructed and therefore on the didactic tools designed by the students.

Assessment for Learning Regarding the Strategy of Rhetorical Competence Development in Initial Teacher Training

2020 ◽  
pp. 193-213
Author(s):  
Rata Iulian ◽  
Birnaz Nina ◽  
Elena Aurel Railean
Keyword(s):  
Teacher Training ◽  
Learning Strategies ◽  
Assessment For Learning ◽  
Competence Development ◽  
Digital Textbook ◽  
Initial Teacher Training ◽  
Starting Point ◽  
Higher Institutions ◽  
The Impact

Over the past decade, the need for successful learning strategies in initial teacher training has become increasingly clear. One of these strategies focuses on rhetoric competence development. The main point of the strategy is the assessment for learning. This chapter investigates the impact of assessment for learning on learning outcomes in the process of rhetoric competence development and their feasibility within initial teacher training. The starting point is instructional dynamic and flexible strategy. This strategy made notable progress with respect to digital textbook. However, there continues to be gaps in the literature examining the extent to which successful learning strategies are being assessed. This problem has begun to take a place on the agenda within higher institutions. It was observed that to date there has been little effort to bring together the effective procedures around the purpose of equipping students with successful learning strategies to learn for the long term. This chapter closes this gap.

scholarly journals Augmented Reality in Higher Education: An Evaluation Program in Initial Teacher Training

2020 ◽  
Vol 10 (2) ◽  
pp. 26 ◽  
Author(s):  
José Manuel Sáez-López ◽  
Ramón Cózar-Gutiérrez ◽  
José Antonio González-Calero ◽  
Cosme J. Gómez Carrasco
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Primary Teachers ◽  
Wilcoxon Test ◽  
Initial Training ◽  
Initial Teacher Training ◽  
Open Questions ◽  
The University ◽  
University Training ◽  
The Impact

One of the emerging technologies that have sparked greater interest in pedagogical contexts is augmented reality. This paper aims to assess the impact, practices and attitudes that are generated from augmented reality in the initial training of future teachers, and the presence of these practices in a university training context. The study was carried out with 87 trainee primary teachers. Information was obtained by applying the Wilcoxon test. The qualitative data obtained in open questions were also triangulated. It is emphasized that students do not habitually use this resource at the university, and that with these practices there is sometimes a certain amount of distraction, and even of time being wasted. From the data analyzed, we also highlight that once the availability of resources, class planning and initial teacher training are overcome, augmented reality provides benefits and advantages centered on pedagogies that allow for greater enthusiasm on the part of the students, with significant advantages in creativity, innovation, participation, and especially in the motivation of participants. Coinciding with recent research, our results underline the need for initial training so as to be able to design and apply practices with augmented reality in teaching, and to take advantage of the aforementioned benefits.

scholarly journals Making physical education relevant: increasing the impact of initial teacher training

2007 ◽  
Author(s):  
Susan Capel ◽  
Richard Blair
Keyword(s):  
Teacher Training ◽  
Physical Education ◽  
Status Quo ◽  
Physical Education Teachers ◽  
Technical Competence ◽  
Initial Teacher Training ◽  
Knowledge For Teaching ◽  
The Status ◽  
The Subject ◽  
The Impact

This paper is developed from concern that, despite a number of developments and initiatives in physical education over recent years, there has been little change in the teaching of the subject. This has resulted in many young people being alienated from physical education and therefore physical activity. The paper focuses on how initial teacher training (ITT) contributes to this lack of change by focusing on the development of knowledge for teaching and the technical competence to deliver this. It then considers ways in which ITT could contribute to developing 'knowledgeable teachers' who are able to make change. The paper focuses on two aspects identified as relevant for trainee physical education teachers: socialization and knowledge for teaching. It recognizes that the issues are complex and that change is difficult. It also recognizes that ITT cannot change things by itself. However, it argues that by maintaining the status quo, the subject will not develop so that it is relevant to today's youngsters.

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