scholarly journals Modeling in Pre-service Secondary School Teacher Education: developing an School Scientific Model of Energy

2021 ◽  
Vol 1929 (1) ◽  
pp. 012087
Author(s):  
M Soto ◽  
D Couso ◽  
R Pintó
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Scientific Model

scholarly journals FoU-kompetansen til nyutdannede grunnskolelærere – grunnlag for skoleutvikling?

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Kristin Emilie Willumsen Bjørndal ◽  
Yngve Antonsen ◽  
Rachel Jakhelln
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Research And Development ◽  
Longitudinal Research ◽  
School Teacher ◽  
Development Work ◽  
Secondary School Teacher ◽  
Lower Secondary School ◽  
Qualified Teachers ◽  
Newly Qualified Teachers

De nye femårige grunnskolelærerutdanningene på masternivå skal kvalifisere for en profesjonsutøvelse som bygger på forsknings- og utviklingsarbeid (FoU). Det finnes få norske studier som undersøker hvordan lærere forstår og anvender forskningsbasert kunnskap i yrket (Mausethagen, 2015). Denne studien undersøker følgende forskningsspørsmål: Hvordan anvender nyutdannede lærere med master i grunnskolelærerutdanning sin FoU-kompetanse i skolen i de to første yrkesårene? Studien er en kvalitativ intervjustudie av 29 nyutdannede lærere etter ett år i yrket; 17 av informantene er også intervjuet på ny etter to år i yrket. Intervjudataene ble analysert ved bruk av temasentrert tilnærming. Undersøkelsen inngår i et longitudinelt forskningsprosjekt. Denne studiens resultater viser at FoU-kompetansen gir et kunnskapsgrunnlag for utvikling og forbedring av egen praksis, grunnlag for refleksjon over sin praksis og grunnlag for forbedring av undervisningspraksis og klasseledelse. Enkelte nyutdannede lærere blir også ressurspersoner på arbeidsplassen i sine fordypningsfag fra utdanningen. De nye lærerne har et positivt forhold til sin FoU-kompetanse og knytter den til personlig profesjonsutvikling, men forblir passive i forhold til skolens strategiske FoU-arbeid. Enkelte nyutdannede lærere uttrykker at de ikke anvender sin FoU-kompetanse utover egenrefleksjon i yrkesutøvelsen, på grunn av mange nye arbeidsoppgaver og tidsmangel. De nyutdannede oppfatter skolenes kvalitetsarbeid som utviklingsarbeid, og det er i mindre grad basert på systematisk forskningsarbeid. Resultatene indikerer at lærerutdanningen har et forbedringspotensial og bør vektlegge å utvide studentenes forståelse av FoU-kompetanse. Nøkkelord: femårig grunnskolelærerutdanning, forsknings- og utviklingsarbeid, nyutdannede lærere, FoU-kompetanse R&D competence of newly qualified primary and secondary school teachers – a basis for school development? AbstractThe new Norwegian five-year primary and lower secondary school teacher education at master level qualifies teachers for a professional practice based on research and development work (R&D). Few studies in Norway have investigated how teachers understand and apply research-based knowledge in the profession (Mausethagen, 2015). This theme is investigated in this study with the following research question: How do newly qualified teachers with master degree in primary and lower secondary school education use their R&D competence in school in the first two years? The data used were from semi-structured interviews of 29 newly qualified teachers after one year in the profession. We also interviewed 17 of the informants once more after two years’ work experience in the profession. The data were analyzed using theme-centered analysis. The study is part of a longitudinal research project. Results from the study show that R&D competence provides students with a knowledge base for development and improvement of their practice, a basis for reflection on the practice, and contributes to improving teaching practices and class management. Some newly qualified teachers also become resource persons in their subjects of specialization as a direct consequence of their education. The results also show variation in the newly qualified teachers’ participation in schools’ R&D projects, from central roles to completely peripheral participation. Other work tasks combined with time pressure prevent the use of R&D expertise. The results indicate that the new teacher education also has potential for improvement and should emphasize expanding the students’ understanding of R&D competence. Keywords: five-year primary and lower secondary school teacher education, research and development work, newly qualified teachers, R&D competence

scholarly journals Who Should Be Deciding What to Be Taught in Schools? Perspectives From Secondary School Teacher Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051876790
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Felix Kondwani Maulidi ◽  
James Sitima ◽  
Zubing Luo
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Curriculum Development ◽  
Public Participation ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Teacher Trainees ◽  
Curriculum Choice

This study sought to gather perspectives on “who” and “what” should determine choice of the curriculum for secondary school teacher education. Five heads of departments for secondary school teacher education and 3 cohorts of secondary school teacher trainees participated in the study. Findings reveal mixed perspectives on determinants of curriculum choice. However, both sets of respondents agreed that there is need for increased and improved public participation in curriculum development activities. Practical and theoretical implications of the findings are discussed in this report.

scholarly journals Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland

2015 ◽  
Vol 4 (4) ◽  
pp. 149 ◽  
Author(s):  
Jutarat Vibulphol ◽  
Jyrki Loima ◽  
Sornnate Areesophonpichet ◽  
Chanita Rukspollmuang
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teacher Educators ◽  
Teaching Practice ◽  
School Teacher ◽  
Document Analysis ◽  
Secondary School Teacher ◽  
New Approach ◽  
Case Comparison ◽  
Teachers Professional Development

<p>This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21<sup>st</sup> century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.</p><p>The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.</p><p>The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.</p>

scholarly journals English Language Teacher Education: Rewriting S-1 National Curriculum

2015 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
M. Soenardi Djiwandono
Keyword(s):  
High School ◽  
Teacher Education ◽  
Secondary School ◽  
Teacher Development ◽  
English Language ◽  
School Teacher ◽  
National Curriculum ◽  
Secondary School Teacher ◽  
Language Teacher Education ◽  
Language Teacher

As part of an overall attempt to improve secondary school teacher education, a program has been launched to review and develop the national curriculum (KURNAS) of English language teacher education in Indonesia as a means to improve the quality of teachers of English. The new curriculum is at the same time intended to he a revision of the 1995 national curriculum supposedly in use now. For the purpose a team of three members was appointed by the Secondary School Teacher Development Project (nationally known as Proyek PGSM), comprising English teaching professionals from Universitas Negeri Malang. GAJAH MADA UNIVERSITY, and a senior high school teacher of English. Following a study of the existing documents related to ELT in Indonesia, an initial draft was written and gradually developed following a series of discussions and exchanges of ideas with teachers and professionals in the field of ELT. By the 3'. year of the appointment of the team, the draft for the new KURNAS comprising Books I, II, and III, has been completed and ready for a try-out. The try-out was intended to put into practice the Intensive Course (IC) Program as one of the most important components of the new KURNAS for the development of fluency in English as an essential basis for the preparation of competent high school teachers of English This article describes the background and the underlying principles of the curriculum revision, along with the classification and identification of courses, descriptions of courses their and syllabus outlines.

scholarly journals Does the University-Industry Link Affect Solving Challenges of the Job Market? Lessons From Teacher Education and the Ministry of Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051773877
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Zubing Luo ◽  
Felix Kondwani Maulidi
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Ministry Of Education ◽  
Factors Affecting ◽  
Teacher Training Colleges ◽  
The University

About half of the secondary school teachers in Malawi are professionally unqualified. Furthermore, the net enrolment of eligible pupils in secondary schools is at 36% per year. Hence, this study sought to establish factors affecting access to quality and relevant secondary education in Malawi with reference to coordination, collaboration, and feedback between secondary school teacher education institutions and the Ministry of Education. Officials from the Ministry of Education and secondary school teacher training colleges participated in the study. Findings suggest that there is weak collaboration, coordination, and feedback between teacher training institutions and the Ministry of Education which is affecting the quality and relevance of education in Malawi. The study has also established that the weak linkage has resulted into perceived mismatches between expectations of the ministry and those of the education institutions about the problem in question. Theoretical and practical implications of this study are discussed in this article.

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