Teaching and Learning Generic Skills in Universities: The case of 'sociology' in a teacher education programme

2001 ◽  
Vol 6 (4) ◽  
pp. 451-471 ◽  
Author(s):  
Annette Patterson ◽  
James W. Bell
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Education Programme ◽  
Generic Skills ◽  
Teacher Education Programme

Distance Teacher Education and the Challenges of 21st Century

2021 ◽  
pp. 83-101
Author(s):  
Santosh Kumari ◽  
Anjana
Keyword(s):  
Teacher Education ◽  
21St Century ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Knowledge Society ◽  
Education Programme ◽  
Innovative Teaching ◽  
Teacher Education Programme ◽  
Research Activities ◽  
New Knowledge

The study focusses on the relevance of the teacher education programmes through distance mode which are facing various challenges due to globalization and technological advancements in the field of education. With the explosion of knowledge, education is going through new transformations and, therefore, it will have to evolve in the direction of the new globalised knowledge society. The alarming challenge before the distance teacher education programme is to be equipped with 21st century knowledge and skills and learn how to integrate them into their classroom practice to realize its goal of successfully meeting the challenges of this society so that the coming generation can meet the demands of a global society. This paper focuses on the need of distance teacher education programme to find innovative teaching and learning methodology and access the potential for new forms of communication using emerging technologies. In the 21st century, teachers need to be life-long learners, adapting continuously to changing opportunities and demands of the knowledge economy, producing new knowledge through research activities.

scholarly journals Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies

2019 ◽  
Vol 19 (1) ◽  
pp. 35-44
Author(s):  
Ozden Demir ◽  
Metin Kartal ◽  
Halil Ibrahim Kaya
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education Programme ◽  
Teaching Profession ◽  
Learning Objectives ◽  
Teacher Education Programme ◽  
National Education ◽  
Teaching Qualifications

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.  

Criteria for Sustainable Curriculum of TVET Teacher Education Programme in Malaysia

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Jailani Md Yunos ◽  
◽  
Lai Chee Sern ◽  
Nor Hidayah Hamdan ◽  
◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Programme ◽  
Teacher Education Programme

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

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