From initial teacher education through induction and beyond: a longitudinal study of primary teacher beliefs

2014 ◽  
Vol 33 (4) ◽  
pp. 451-466 ◽  
Author(s):  
Déirdre Ní Chróinín ◽  
Mary O'Sullivan
Keyword(s):  
Teacher Education ◽  
Longitudinal Study ◽  
Teacher Beliefs ◽  
Initial Teacher Education ◽  
Primary Teacher

scholarly journals Primary specialisations in Australia: graduates’ perceptions of outcome and impact

2021 ◽  
Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Advisory Group ◽  
Australian Government ◽  
Ongoing Research ◽  
Mixed Methods Case Study ◽  
Bachelor Of Education ◽  
The University

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

Teacher students’ attitudes towards English in a multilingual context. A longitudinal study

2017 ◽  
Vol 55 (1) ◽  
Author(s):  
Nagore Ipiña ◽  
Pilar Sagasta
Keyword(s):  
Teacher Education ◽  
Longitudinal Study ◽  
Language Learning ◽  
Student Attitudes ◽  
Language Attitudes ◽  
Target Language ◽  
Primary Teacher ◽  
Teacher Students ◽  
Students Attitudes ◽  
The Impact

AbstractStudents’ language attitudes have long been considered important in the process of language learning, as they may impact academic achievement, and educators’ attitudes towards languages have also been studied for they may play a paramount role in shaping students’ attitudes. Hence, examining the development of teacher students’ language attitudes will help to better fine tune the specific teacher education programme. The aim of the present study was to analyse the development of primary teacher student attitudes towards English and to investigate the impact of personal, contextual and educational variables on those attitudes. This longitudinal study was carried out with 100 undergraduates enrolled in a degree programme in trilingual Primary Teacher Education. Our results show that self-perception of English competence level and specialist areas are the decisive variables. It was also revealed that these primary teacher students do not consider English a threat to their own identity. Furthermore, our findings suggest the need to go beyond students’ personal and contextual data to examine the particular educational context in greater depth, specifically, the language and educational policy being implemented, as both of these may impact students’ attitudes towards the target language.

scholarly journals Asking the right questions

2019 ◽  
Vol 8 (3) ◽  
pp. 163-181
Author(s):  
Karen Blackmore
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Science Teacher Education ◽  
Methodological Approach ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Content Type ◽  
Positive Attitudes ◽  
The Right

Purpose The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England. Design/methodology/approach A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions. Findings Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning. Originality/value This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.

scholarly journals Intercultural Competences in Initial Teacher Education – Comparative Analysis / Interkulturalne kompetencije u inicijalnom obrazovanju učitelja – komparativna analiza

2021 ◽  
Vol 22 (4) ◽  
Author(s):  
Vesnica Mlinarević ◽  
Ružica Tokić Zec
Keyword(s):  
Teacher Education ◽  
Comparative Analysis ◽  
Intercultural Competence ◽  
Intercultural Sensitivity ◽  
Legal Framework ◽  
Educational Process ◽  
Intercultural Education ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Study Programs

The future of an individual and society in the global world is reflected in theorganization and quality of today’s school, educational system and teacher education.Interculturalism is encouraged by education in school as a social community whichaccepts diversity as a value. The aim of intercultural education is the developmentof intercultural sensitivity and acquisition of knowledge, skills and abilities neededfor functioning in a multicultural society. Inclusion of intercultural education in theschool curriculum implies the responsibility of all, mostly teachers because they aredirectly involved in the educational process. The intercultural competence of teachersrefers to the interaction encouraging mutual learning with culturally diverse pupils.The paper analyzes valid legal documents and university programs of Croatianteacher studies from the point of interculturalism. The aim of the research is toinspect the relevant legal framework and determine intercultural contents in theCroatian primary teacher education study programs. The comparative analysis ofstudy programs for primary school teachers (in Osijek, Zagreb, Split, Rijeka and Pula)shows that intercultural content is present but differs in number and type. The premiseof successful intercultural education is a quality initial teacher education.Key words: intercultural education; school culture; study programs; teacher-Budućnost pojedinca i društva u globalnom svijetu ogleda se u ustroju i kvalitetidanašnje škole, sustavu odgoja i obrazovanja te izobrazbe učitelja. Interkulturalizamse potiče odgojem i obrazovanjem u školi kao socijalnoj zajednici koja prihvaćarazličitost kao vrijednost. Cilj interkulturalnoga obrazovanja je razvoj interkulturalneosjetljivosti te stjecanje znanja, vještina i sposobnosti potrebnih za djelovanje umultikulturalnom društvu. Uključivanje interkulturalnoga obrazovanja u školskikurikul implicira odgovornost svih, najviše učitelja jer neposredno sudjeluju uodgojno-obrazovnom procesu. Interkulturalna kompetencija učitelja odnosi sena ostvarivanje interakcija koje potiču uzajamno učenje s kulturalno drukčijimučenicima. U radu se analiziraju pojedine važeći dokumenti zakonske legislative isveučilišni programi hrvatskih učiteljskih studija s motrišta interkulturalizma. Ciljistraživanja je uvid u relevantni zakonski okvir i utvrđivanje interkulturalnih sadržajau hrvatskim studijskim programima za školskoga učitelja. Komparativnom analizomstudijskih programa za školskoga učitelja (u Osijeku, Zagrebu, Splitu, Rijeci, Zadrui Puli) evidentno je da interkulturalnih sadržaja ima, no oni se razlikuju po broju ivrsti. Pretpostavka uspješnoga interkulturalnog odgoja i obrazovanja jest kvalitetnoinicijalno obrazovanje učitelja.Ključne riječi: interkulturalno obrazovanje; kultura škole; studijski programi; učitelj.

scholarly journals Primary Teachers’ Experiences in Preparing to Teach Irish: Views on Language Proficiency and Promoting the Language

2019 ◽  
pp. 21-43
Author(s):  
Claire M. Dunne
Keyword(s):  
Teacher Education ◽  
Language Proficiency ◽  
Minority Language ◽  
Shared Responsibility ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Primary Level ◽  
Positive Attitudes ◽  
Irish Data ◽  
Group 2

The present study explores the process of becoming a primary level teacher of Irish, the official yet a minority language in Ireland. Since all primary level teachers must teach Irish, becoming a primary teacher in Ireland is bound up in complex ways with the process of becoming a teacher of a minority language and with personal attitudes to, and views on, the language itself. The current study analyses similarities and differences in views relating to teachers’ role in promoting the language, as well as issues in proficiency in the language, at the beginning and end of initial teacher education. Also examined is the extent to which above-average self-reported proficiency in Irish influences the experience of teaching Irish. Data is derived from responses to closed and supplementary open-ended questionnaire items administered to two different groups of pre-service teachers: at the beginning (n=75) and the end of initial teacher education (n=91), and is supplemented with data from interviews conducted with a subgroup of Group 2 (n=30). Data from this mixed methods study show that changes occur in the way teachers conceive of their future roles as teachers of Irish, and reveal the need for more support in aspects of their role such as nurturing positive attitudes to Irish amongst children and a desire for shared responsibility in promoting the language more generally.

PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN GANDA TERHADAP HASIL BELAJAR TEKNOLOGI INFORMASI DAN KOMPUTER (TIK) MAHASISWA PGSD UNIVERSITAS NEGERI MEDAN

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Harun Sitompul ◽  
Reni Astuti
Keyword(s):  
Teacher Education ◽  
Multiple Intelligences ◽  
Interactive Multimedia ◽  
Primary Teacher ◽  
Instructional Media ◽  
Learning Achievement ◽  
Instructional Process ◽  
Regular Class ◽  
Primary Teacher Education ◽  
Level Of Significance

Abstract: The Effect Of Instructional Media And Multiple Intelligences On Student’s Learning Achievement On Information And Comunication Technology (ICT) Of Primary Teacher Education,  State University Of Medan. The objectives of  this quasi – experimental research were to discover: 1) whether the students learning achievement of Primary Teacher Education (PTE) in ICT taught by using CD interactive multimedia interactive instructional media was higher than learning achievement of  PTE taught by using module instructional media, 2) whether the students learning achievement of  PTE in ICT with spasial visual multiple intelligences was higher than student’s with verbal linguistic multiple intelligences, and 3) the interaction between instructional media and multiple intelligences in affecting the student’s learning achievement in ICT. The population of the study was 180 students of PTE who took the ICT from 6 classes namely 2 regular classes, 3 extension classes from the city government Academic year 2010/2011.Based on cluster random sampling technique 4 clasess taken from 2 reguler classes and 2 extention classes. The A regular class and A extension class using CD interactive multimedia instructional media and module was used in B regular class and B extention class. The research findings showed that : (1) the students’ learning  achievement in ICT taught by using CD interactive multimedia instructional media was higher than the students’ taught by using module instructional media with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05; (2) the students’ learning achievement in ICT with multiple intelligences spatial visual was higher than students’learning achievement with multiple intelligences verbal linguistic with Fcount = 11.65 > Ftables = 4.00 at the level of  significance α = 0.05, and (3) there was an interaction between instructional media and multiple intelligences on students’ learning achievement in ICT where Fcount =  8,85  > Ftable =  4.00 at the level of  significance α = 0.05.         The conclusion of research is that application of the instructional media in the instructional process can improve the student’s learning achievement especially for PTE. Therefore, the implication is lecturers should be trained in order they can apply a more variative instructional process. So, it is the suggested that the lecturers should able use a variety of media for the success of the instructional process. Keywords : instructional media, multiple intelligences, interactive multimedia, module, spatial visual, verbal linguistic.

scholarly journals Framing heuristics in inclusive education: The case of Uganda’s preservice teacher education programme

2019 ◽  
Vol 8 ◽  
Author(s):  
Proscovia S. Nantongo
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Inclusive Education ◽  
Curriculum Design ◽  
Policy Design ◽  
Daily Practice ◽  
Education Programme ◽  
Primary Teacher ◽  
Primary Teacher Education ◽  
Group Interviews

Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.

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