scholarly journals Emancipatory education and the preparation of future teachers

2018 ◽  
Vol 26 (2) ◽  
pp. 113-121
Author(s):  
Eny Winarti
Keyword(s):  
Elementary School ◽  
Student Teachers ◽  
Teacher Education Program ◽  
School Teacher ◽  
Education Institution ◽  
Asian Country ◽  
Thinking Skills ◽  
Future Teachers ◽  
Emancipatory Education ◽  
Content Type

PurposeThe purpose of this paper is to explore the possibilities and impact of emancipatory education in the preparation of future elementary school teachers.Design/methodology/approachTo serve the purpose of the study, emancipatory education was introduced to the student teachers of an elementary school teacher education program in the Curriculum and Learning Development course. The researcher then observed them during their learning activities and analyzed their portfolios providing feedback during their poster presentations. A classroom experiential model was applied.FindingsThe results of the students’ activities indicated that most of the students were able to develop the twenty-first century skills needed to conduct the activities and avoid the tendency to follow directions from someone in authority. After the implementation of this study, the student teachers revealed higher-order thinking skills and were also able to develop learning materials and assessments that were appropriate to elementary school pupils. Still, the “old tendencies” (e.g. not thinking out of the box and waiting for direct instructions) sometimes emerged.Research limitations/implicationsThe study was applied to a single course in one out of five parallel classes in a university in a particular area in Indonesia, a developing Asian country with a collectivist culture.Originality/valueThis paper exemplifies how learning and teaching activities in a higher education institution in a developing country can be designed to help future teachers prepare themselves to function and teach in a globalized society.

scholarly journals Autonomy and Creative Thinking Skills of Prospective Elementary School Teacher Students in Learning Mathematics with Science Phenomena assisted by the Learning Management System

2021 ◽  
Vol 20 (8) ◽  
pp. 160-175
Author(s):  
Suprih Widodo ◽  
Turmudi Turmudi ◽  
Rizki Rosjanuardi
Keyword(s):  
Elementary School ◽  
Student Teachers ◽  
Management System ◽  
Creative Thinking ◽  
Learning Management System ◽  
School Teacher ◽  
Mathematics Learning ◽  
Thinking Skills ◽  
Elementary School Student ◽  
Learning Management

This research intends to explain the autonomy and creative thinking skills of prospective elementary school student teachers in mathematics with the learning management system (LMS)-assisted science phenomenon. The data collection was done by using test instruments in the form of essay questions to capture the creative thinking skills and a non-test in the form of a questionnaire was used to capture the autonomy skills of prospective elementary school student teachers. The data were analysed through several stages, namely data reduction, data presentation, data conclusions, and data validation using triangulation. The result of the research shows that using the LMS can improve the creative thinking skills of prospective elementary school teachers, while their autonomy skills in experimental classes and control classes indicate no difference. This happens because students were given the same opportunity to explore the material independently. Thus, a way to develop autonomy through mathematics learning needs to be explored.

scholarly journals Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain

2021 ◽  
Vol 9 (2) ◽  
pp. 157
Author(s):  
Cristina Miralles-Cardona ◽  
Esther Chiner ◽  
María Cristina Cardona-Moltó​
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Elementary School ◽  
Early Childhood ◽  
Student Teachers ◽  
Gender Equality ◽  
Education Institution ◽  
Gender Mainstreaming ◽  
Gender Inequalities ◽  
Elementary School Student

Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.

Becoming a competent teacher in education for sustainable development

2019 ◽  
Vol 20 (4) ◽  
pp. 630-653 ◽  
Author(s):  
Jan-Ole Brandt ◽  
Lina Bürgener ◽  
Matthias Barth ◽  
Aaron Redman
Keyword(s):  
Sustainable Development ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teacher Education Program ◽  
Qualitative Content Analysis ◽  
Education For Sustainable Development ◽  
Competence Development ◽  
Assessment Tools ◽  
Content Type ◽  
Action Competence

Purpose This paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD. Design/methodology/approach A multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests. Findings The results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD. Originality/value The triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

Teacher Preparation—a Coordinated Approach

1983 ◽  
Vol 30 (8) ◽  
pp. 21-22 ◽  
Author(s):  
William F. Burger ◽  
Lee Jenkins ◽  
Margaret L. Moore ◽  
Gary L. Musser ◽  
Karen Clark Smith
Keyword(s):  
Teacher Education ◽  
Elementary School ◽  
Teacher Preparation ◽  
Education Program ◽  
Teacher Education Program ◽  
School Teacher ◽  
State University ◽  
Teaching Situation ◽  
Mathematics Preparation ◽  
Oregon State University

In the September 1981 issue, Dossey reported the “somewhat discouraging” comparison of recommended program criteria with the current teaching situation and curricula for grades K-6. We at Oregon State University had had similar concerns, and in the 1981 fall term we implemented a revised, comprehensive mathematics preparation component for the elementary school teacher education program. Based on the Dossey article, this revised program would rank in the top 5 percent of programs in the country, and we believe it contains the elements necessary to produce an exemplary program.

The Effectiveness of Blended and Printed Learning Resources in Improving Science Learning Outcomes of Student Teachers at a Distance University

2020 ◽  
Vol 7 (9) ◽  
pp. 435-450
Author(s):  
A.A. Ketut Budiastra
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Student Learning ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Science Learning ◽  
Teacher Education Program ◽  
School Teacher ◽  
Student Learning Outcomes ◽  
Learning Resources

Learning resources are an essential factor that determines learning outcomes, especially elementary school teacher education program students in distance education. This study aims to compare the effectiveness of blended learning and printed learning resources in improving science learning outcomes for distance education students. This study is a true experiment conducted at the Universitas Terbuka (UT) regional office of Jember, as a representation of the East Java region. Respondents of the study were 56 students using blended learning resources and 60 students using printed learning resources. The data were collected using a test of student learning outcomes and analyzed using t-test and N-gain. The results show that both blended learning and printed learning resources significantly improved learning outcomes at α = 5%, each with an average N-gain having relatively the same products at moderate levels. This study also raises information that blended learning resources are more effective than printed learning resources. This study implies that blended learning resources can be used as an innovative solution to improve student learning outcomes in distance education systems.

Multi-level mentoring practices in a Teacher Education Program in Greece

2018 ◽  
Vol 10 (3) ◽  
pp. 256-270 ◽  
Author(s):  
Vasiliki Brinia ◽  
Paraskevi Psoni
Keyword(s):  
Teacher Education ◽  
Experiential Learning ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Content Type ◽  
Specific Program ◽  
Mentoring Practices ◽  
Multi Level

Purpose The purpose of this paper is to reflect the multi-level mentoring practices of a Teacher Education Program in Greece and the mentors’ perceptions on them. The mentoring practices of the specific Program are unique in Teacher Education in Greece; and therefore, the paper examines the extent to which they are considered as capable of developing in mentors and mentees specific skills that contribute to the development of student-teachers’ professional identity. Design/methodology/approach The case study is based on qualitative research and 32 interviews with mentors of the specific Program who report their experience. Six mentees have also been asked to provide the researchers with comments, so as to observe whether their answers confirm the mentors’ perceptions. Findings The different types of mentoring of the specific Program are perceived as able to enhance the mentors’ and the mentees’ professional development and self-confidence as well as to the latters’ improved transition and engagement to the Program. The authors also contribute to the fostering of the mentees’ experiential learning and to the capitalization of knowledge in Teacher Education. The EES teacher mentoring is considered of important adding value to the formation of student-teachers’ professional identity, according to the mentors interviewed. Mentees comments were found to confirm the mentors’ perceptions. Originality/value The conclusions of the paper are of significant value, since multi-level mentoring as a holistic approach to teacher-candidates’ experiential learning and professional development examined in a single paper is rather rare. Moreover, the Program of the paper’s case study follows this multi-level innovative approach, which includes EES teacher mentoring, and which is of considerable adding value, according to the mentors and the mentees interviewed. It could, therefore, constitute a paradigm for other Teacher Education Programs in Greece and in other countries.

scholarly journals Black male student teachers: tomorrow’s teachers?

2018 ◽  
Vol 12 (2) ◽  
pp. 111-125 ◽  
Author(s):  
Uvanney Maylor
Keyword(s):  
Student Teachers ◽  
Black Male ◽  
Male Student ◽  
Education Institution ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Small Scale ◽  
Content Type ◽  
Teachers Experiences ◽  
Black Male Student

Purpose This paper aims to understand the preparation that a group of black male pre-service students received during their course and its impact on their willingness to commit to entering the teaching profession. Design/methodology/approach The paper draws on findings from a small-scale qualitative study of black and minority ethnic student teachers’ experiences in one initial teacher education institution. Findings The paper raises questions as to whether black pre-service teachers’ experiences of a lack of acceptance in schools during their pre-service training contribute to the under-representation of black male teachers in English schools. Originality/value There is limited research on the experiences of black male student teachers. The paper brings new insights and offers reasons for black male student teachers not entering the teaching profession.

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