An examination of primary teachers’ teaching practices from Initial Teacher Education into first teaching posts

2008 ◽  
Vol 10 (1) ◽  
pp. 105-106
Author(s):  
Sandy Pepperell
Keyword(s):  
Teacher Education ◽  
Teaching Practices ◽  
Primary Teachers ◽  
Initial Teacher Education

scholarly journals Novos papéis e responsabilidade docente à luz das políticas educacionais e de formação de professores primários em Moçambique

2019 ◽  
Vol 5 (8) ◽  
pp. 177
Author(s):  
Santa Mónica Julião MUGIME ◽  
Carlinda LEITE ◽  
Feliciano M MAHALAMBE
Keyword(s):  
Teacher Education ◽  
Primary Education ◽  
Primary Teachers ◽  
School Curriculum ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Educational Policies ◽  
Education Policies ◽  
Teacher Responsibility ◽  
Primary School Curriculum

O artigo, apoiado numa pesquisa documental da legislação sobre políticas educacionais e curriculares e de formação inicial de professores em Moçambique, discute os papéis e responsabilidades docentes à luz dessas políticas estabelecendo uma ponte com o que o currículo do ensino primário perspetiva. Sustentamos que a complexidade que atravessa o exercício da profissão docente, associada à responsabilidade da educação contribuir para o desenvolvimento positivo da sociedade, exigem do professor primário a capacidade de saber adaptar-se e lidar com os aspetos da recontextualização curricular (BERNSTEIN, 1993; LEITE; FERNANDES; FIGUEIREDO, 2018, 2019) e de reconfiguração do currículo (ALMEIDA; LEITE; SANTIAGO, 2013). A análise do discurso veiculado pelas políticas educacionais e curriculares aponta para a redefinição dos papéis dos professores e das responsabilidades a assumir, sobretudo, na forma de concretizar a educação. Papéis dos professores. Responsabilidade docente. Políticas de educação. Formação de professores primários. Moçambique. New roles and teacher responsibility by education policies and primary teachers education in Mozambique ABSTRACT The article, supported by documentary research focused on legislation about educational and curricular policies and initial teacher education in Mozambique, discusses the teacher’s roles and their responsibilities related with these policies, establishing a bridge with the primary school curriculum perspectives. It is argued that the complexity of the teaching profession, associated with the education responsibility to contribute to a positive society development, requires the primary teachers to be able to adapt and deal with the curricular recontextualization (BERNSTEIN, 1993; FERNANDES; FIGUEIREDO, 2018, 2019) and the curriculum reconfiguration (ALMEIDA; LEITE; SANTIAGO, 2013). The discourse analysis conveyed by the educational and curricular policies points to the redefinition of the teacher’s roles and the responsibilities that they need to assume, above all, in the way of carrying out the education. Teachers roles. Teaching responsibility. Educational policies. Teachers primary education. Mozambique.

scholarly journals The impact of initial teacher education on understandings of physical education

2012 ◽  
Vol 18 (2) ◽  
pp. 220-238 ◽  
Author(s):  
Déirdre Ní Chróinín ◽  
Maura Coulter
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Large Scale ◽  
Qualitative Methodology ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Physical Education Teacher Education ◽  
Education Data ◽  
The Impact ◽  
Single Question

Evaluation of professional socialisation can provide insight on the impact of Physical Education Teacher Education. A large-scale ( n=326) single question ‘What is PE?’ qualitative methodology was used to access pre-service primary teachers’ understandings of the nature and purpose of physical education . Data analysis involved word frequency queries and coding using a qualitative coding framework based on the dominant discourses of physical education. Trustworthiness of the analysis was addressed using memos, coding checks and peer de-briefing. While responses at the beginning of the programme were dominated by sport and health discourses, an educational discourse grounded in the key messages of the primary physical education curriculum with emphasis on equality of opportunity emerged at the end of the programme. The complexity of addressing understandings in teacher education contexts is highlighted.

scholarly journals Primary Science Teaching – Is it Integral and Deep Experience For Students?

2016 ◽  
Vol 7 (1) ◽  
pp. 82-99 ◽  
Author(s):  
Inge Timoštšuk
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Science Teaching ◽  
Content Knowledge ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Education For Sustainability ◽  
Pedagogical Content

AbstractIntegral and deep pedagogical content knowledge can support future primary teachers’ ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers’ professionality. The aim of the study is to describe how future primary teachers reflect on their experiences about science teaching and what components of science pedagogical content knowledge they see as meaningful. A questionnaire and interviews were used. The results reveal the deep impact of teaching practice on students’ understanding of the role of a teacher in supporting pupils’ acquisition of scientific skills. The experiences described are related more to teaching and learning in general and less with science-specific factors. Nevertheless, students described changes in mission e.g. how they learned about their role through pupils’ achievements and thinking about science. Changes in professional identity were mentioned rarely but this could point to an underestimated resource issue for teacher education. Positive changes in professional identity may help students to decide to choose more integral strategies in science teaching and thus promote more sustainability oriented teaching.

Education for Sustainability and the Australian Curriculum

2011 ◽  
Vol 27 (2) ◽  
pp. 209-218 ◽  
Author(s):  
Julie Kennelly ◽  
Neil Taylor ◽  
Pep Serow
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
New South ◽  
National Curriculum ◽  
Essential Element ◽  
Primary Teachers ◽  
Initial Teacher Education ◽  
Education For Sustainability ◽  
Australian Curriculum ◽  
South Wales

A national curriculum is presently being developed in Australia with implementation due during 2014. Associated standards for the accreditation of teachers and for teacher education providers have been prepared with the standards describing skills and attributes that teachers are expected to attain. The developing Australian Curriculum, along with the teacher accreditation and initial teacher education program standards, claim to support guiding statements that describe aspirations for all young Australians. Those guiding statements acknowledge that ‘sustainability’ is an essential element of education for young people in Australia. However ‘sustainability’ is unconvincingly represented in the curriculum and is not visible in the standards. This could potentially result in its omission from teacher education and qualification at all levels. A similar situation already exists in New South Wales (NSW). This article illustrates the positioning of five freshly graduated primary teachers within the context of their five NSW schools and from this distils implications for teaching ‘sustainability’ within the developing national proposals.

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