Inclusive faculty members who teach student teachers: an analysis from the learning ecologies framework

2021 ◽  
pp. 1-17
Author(s):  
Anabel Moriña ◽  
Inmaculada Orozco
Keyword(s):  
Student Teachers ◽  
Faculty Members ◽  
Learning Ecologies

Curriculum up-gradation practices among higher education institutions of Pakistan: does curriculum ideologies make difference?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Mujtaba Asad ◽  
Amjad Ali Rind ◽  
Zahid Hussain Khand ◽  
Irfan Ahmed Rind ◽  
Shahid Hussain Mughal
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
National Curriculum ◽  
Likert Scale ◽  
Faculty Members ◽  
Survey Study ◽  
Content Type ◽  
Curriculum Ideologies ◽  
Descriptive Survey

PurposeThe purpose of this study was to find out the perception of prospective teachers and teacher educators regarding the curriculum ideologies. The student–teachers and teacher educators from a public university of Pakistan participated in the study.Design/methodology/approachThe current study has employed quantitative approach and used descriptive survey research design. The data was collected through the convenience sampling techniques. The data was collected through a questionnaire developed by Schiro in 2008. The questionnaire consisting of six parts and each part contains four statements on the curriculum ideologies of Scholar Academy, Social efficacy learner centered and social reconstruction ideology. The population of study comprised of 200 Prospective teachers of education department of a public sector University of Sindh, Pakistan. The data was collected by using 4-point Likert scale. The likert scale was ranging from the first priority to least priority. The reliability statistics was computed through Cronbach alpha α = 0.763. The data was analyzed through Statistical package for social science (SPSS) version 23.0 and mean and percentages were computed in this study.FindingsThe findings of the study revealed that most of the prospective teachers as well faculty members are following the scholar academy ideology to align with national goals of curriculum. The prospective teachers and faculty members believe that knowledge should be transferred from the institutions to the learners rather than the knowledge can be disseminated from the other sources as per the new dimensions for updated curriculum.Practical implicationsThe current study suggests curriculum ideology awareness programs should be given to prospective teachers and faculty members before their induction. The study also recommends that a survey study can be conducted from teachers and teacher educators before designing the national curriculum of Pakistan because majority of participants believed that knowledge can only be transferred from institutions.Originality/valueThis empirical study has given thoughtful insights to investigate the curriculum ideologies with new dimensions for those who are studying in teacher education courses and for their mentors. So, this study has contributed new knowledge in the context of Sindh, Pakistan specifically in the domain of curriculum ideologies and frameworks.

scholarly journals The value and use of project-based learning in teacher preparation programs

2020 ◽  
Vol 15 (5) ◽  
pp. 989-1010
Author(s):  
Tahani Salman Alrajeh
Keyword(s):  
Teacher Preparation ◽  
Student Teachers ◽  
Project Based Learning ◽  
Faculty Members ◽  
Teacher Preparation Programs ◽  
Successful Implementation ◽  
Strong Positive Correlation ◽  
Mixed Methods Design ◽  
Preparation Programs ◽  
Learner Centered

The study investigated faculty’s value and use of project-based learning (PBL) in preparing student teachers. A convergent mixed methods design was employed in collecting data. Although the participants addressed the need to support the PBL environment and highly reported the use of PBL in their current teaching practices, the ways they explained how to implement PBL do not reflect PBL in real applications. Participants thought that the other types of learner-centered approaches, such as problem-based learning, are the same as PBL, which led to a strong positive correlation between the value and use of PBL. Professional development sessions for faculty members, partnerships with local and international organizations, and continuous evaluation were found helpful in achieving successful implementation of PBL in teacher preparation programs. Keywords: Teacher education, Project-Based Learning, Student teachers’ preparation programs

scholarly journals Qualitative Perspectives on the English Language Content Knowledge and Methods on Communicative Language Proficiency, Implications for Succeeding in the IELTS

2018 ◽  
Vol 21 (3) ◽  
pp. 67-89
Author(s):  
Ali Al-Bulushi ◽  
Ali Al-Issa ◽  
Rima Al-Zadjali
Keyword(s):  
Student Teachers ◽  
Content Knowledge ◽  
Language Proficiency ◽  
English Language ◽  
Teacher Education Program ◽  
Language Teaching ◽  
Faculty Members ◽  
English Language Teaching ◽  
Target Language ◽  
Sultan Qaboos University

Communicative Language Proficiency (CLP) in the target language is critical for the teachers joining English language teaching for different reasons. The Ministry of Education in the Sultanate of Oman has sanctioned the score of Band 6 on the International English Language Testing System (IELTS) as the main criterion for accepting English language teachers graduating from Sultan Qaboos University (SQU). Nonetheless, some fourth-year Student Teachers (STs) have failed to achieve the specified score due to reasons pertinent to the choices made in the initial English language teacher education program content knowledge and methods. This qualitative study, hence, investigates the perspectives of purposively selected STs and faculty members about the effect of SQU English Language Teaching (ELT) content knowledge and methods on the STs’ IELTS band scores. Results have shown that there is a need to reconsider the content knowledge and methods to create more opportunities for the program participants to use the language communicatively. Results have further shown that certain faculty members adopt certain teaching methods insensitive to the needs and interests of the STs and which negatively affect their CLP. The results have important implications for the STs’ success in the IELTS and hence their employability.

scholarly journals Faith Learning Integration: A Case Study of Biology, Physics, Chemistry and Mathematics Lecturers’ Teaching Practices

2021 ◽  
Vol 3 (3) ◽  
pp. 239
Author(s):  
Meri Fuji Siahaan
Keyword(s):  
Student Teachers ◽  
Faculty Members ◽  
Teachers College ◽  
Study Approach ◽  
New Information ◽  
Christian Teachers ◽  
Faith And Learning ◽  
And Mathematics ◽  
Teaching Physics

<p class="abstracttextDILIGENTIA">Faculty members of a private Christian Teachers College in Tangerang have been assigned to integrate faith and learning. The purpose of this research was to describe Biology, Physics, Chemistry and Mathematics lecturers’ practices of faith learning integration on their teachings. Five lecturers including two lecturers teaching Physics, and the others each teaching Biology, Chemistry and Mathematics were involved in this research. Two student teachers contributed as well in the research. The data were derived from interview with five faculty members and collecting their course syllabus along with the interview with two student teachers. <a name="_Hlk80149555"></a>Descriptive qualitative research with a case study approach was employed. The data were described and analyzed in the light of the current literatures. The findings showed that those five faculty members have been implementing faith learning integration on their teaching with a pedagogy of transferring new information. This paper suggests faculty to go beyond faith learning integration and to focus on learning as formation of heart and desire.</p>

Mentoring for Mentors: The Music Mentor Plus Program

2017 ◽  
Vol 27 (2) ◽  
pp. 39-51 ◽  
Author(s):  
Margaret H. Berg ◽  
David A. Rickels
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Electronic Communication ◽  
Music Teachers ◽  
Faculty Members ◽  
Methods Course ◽  
Early Field Experience ◽  
Course Content ◽  
School Year ◽  
Supervision Of Student Teachers

The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.

scholarly journals “Facebook Me”: The Potential of Student Teachers’ Online Communities of Practice in Learning to Teach

2020 ◽  
Vol 8 (2) ◽  
pp. 62
Author(s):  
Belinda S. Zimmerman ◽  
Sharon D. Kruse ◽  
Tricia Niesz ◽  
William Kist ◽  
Melanie K. Kidder-Brown ◽  
...  
Keyword(s):  
Early Childhood ◽  
Communities Of Practice ◽  
Student Teachers ◽  
Online Communities ◽  
Online Community ◽  
Learning To Teach ◽  
Faculty Members ◽  
University Faculty ◽  
Faculty Support ◽  
Online Communities Of Practice

This study examined the ways in which early childhood pre-service student teachers (PSTs) used an online community for discussions related to teaching. Using the lenses of communities of practice, our goal was to understand what happens when the PSTs begin to share new learnings about teaching through ongoing practice in online communities. We investigated characteristics of the conversations of PSTs and their professors when using Facebook. This study was based on the postings of seven early childhood PSTs and five university faculty members. PSTs were interviewed at the conclusion of the semester to share their experiences from posting on Facebook. Two categories from the data include PSTs’ views of the viability of Facebook and the kinds of talk that surfaced within the Facebook group conversations. Findings suggested that Facebook has the potential to sustain informal dialogues. However, PSTs require strong faculty support to solve issues related to complexities of practice.

scholarly journals Designing a Makerspace for Pre- and In-Service Teachers

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Marguerite Koole ◽  
Jordan Epp ◽  
Kerry Anderson ◽  
Robert Hepner ◽  
Mohammad Hossain
Keyword(s):  
Student Teachers ◽  
Teaching Practice ◽  
College Of Education ◽  
Faculty Members ◽  
Community Members ◽  
Comfort Levels ◽  
Technical Support Staff ◽  
K 12 ◽  
The University ◽  
Academic Year

Many educators view makerspaces as a means of increasing student engagement in K-12 classrooms. As faculty and staff of the College of Education at the University of Saskatchewan, we have noted low comfort levels in using and experimenting with technology. For this reason, we decided to create a place in which pre-service teachers could test and discuss technologies that they could eventually use in their teaching practice. Our endeavor eventually morphed into a space for current teachers, student teachers, technical support staff, faculty members, and interested community members. Having piloted workshops for six months, we are now evaluating our decisions and shaping new approaches for the current academic year. Our main challenges include ensuring inclusivity across age, gender, and culture; adopting suitable facilitation styles; and ensuring the workshops lead to useful discussions of technology and teaching practice.

Data-Based Supervision Methods for Speech-Language Pathology

1989 ◽  
Vol 20 (3) ◽  
pp. 296-304 ◽  
Author(s):  
Ann Johnson Glaser ◽  
Carole Donnelly
Keyword(s):  
Public Schools ◽  
Student Teachers ◽  
Clinical Supervision ◽  
Speech Language Pathology ◽  
The Public ◽  
Language Pathology ◽  
Supervision Model ◽  
Supervisory Process

The clinical dimensions of the supervisory process have at times been neglected. In this article, we explain the various stages of Goldhammer's clinical supervision model and then describe specific procedures for supervisors in the public schools to use with student teachers. This easily applied methodology lends clarity to the task and helps the student assimilate concrete data which may have previously been relegated to subjective impressions of the supervisor.

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