scholarly journals I Want to Become a Teacher because…? Student-Teachers Change in Attitudes of Becoming Teachers in Austria and Kosovo

2022 ◽  
Vol 2022 ◽  
pp. 1-11
Author(s):  
Fjolla Kaçaniku ◽  
Irene Maderbacher ◽  
Franz Erhard ◽  
Blerim Saqipi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Attitudes ◽  
Student Teacher ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Career

The motivation for career choice motivation of student-teachers is a well-studied topic with a representative theoretical basis in teacher education research that has a long-standing tradition in the international research landscape. However, in understanding the pressing questions of why young people choose to become teachers, only a few longitudinal and comparative studies have been carried out that focus on the development of motivation for choosing a teaching career. This longitudinal study reports on the effects of time within initial teacher education and how it influences student-teacher attitudes and motives about the teaching profession. This article is a product of a larger study that aims at addressing the existing literature gap by examining student-teacher change in attitudes of becoming teachers in Austria and Kosovo starting from initial teacher education, during early stages of their teaching career as novice teachers, and to more advanced stages of their teaching career. This is a panel study located within a longitudinal design. In this study, a questionnaire and student-teacher reflection texts were used as instruments. Data were collected in three phases during which 673 student-teachers participated in face-to-face administered questionnaire as follows: 341 (phase 1), 185 (phase 2), and 147 (phase 3), as well as 19 student-teacher reflections. Questionnaire data were analysed using the general linear model (GLM) with repeated measures test, whereas the reflection text data were analysed using thematic analysis. The findings in this longitudinal study provide evidence that student-teacher attitudes and motives for becoming teachers can change over time during the initial teacher education in Austria and Kosovo, and they can be influenced by in-school experiences during teaching practice. The study concludes that motives for choosing a teaching career are primarily intrinsic, are not time-stable, and change over the course of studies. The study findings have clear implications for initial teacher education programs in addressing changes in student-teachers’ attitudes of becoming teachers. The insights gained from the findings of this study lead to recommendations that initial teacher education programs should strengthen teaching practice to better manage the preparation of students and teachers and their entry into the teaching profession.

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

scholarly journals Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

2018 ◽  
Vol 26 ◽  
pp. 6 ◽  
Author(s):  
Matthew A. M. Thomas ◽  
Nicole Mockler
Keyword(s):  
Teacher Education ◽  
Professional Identity ◽  
Teaching Profession ◽  
Teach For America ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Professional Identity ◽  
Teacher Professional ◽  
Alternative Routes

Research on the development of professional identity for teachers who enter the profession through alternative routes is still in its infancy. In contrast to their peers who complete traditional initial teacher education programs, these teachers are exposed to different conditions and constraints that produce a range of sub-identities previously unidentified in the literature. This paper draws on interviews with 27 teachers who entered teaching through Teach For America and wrestled with these sub-identities as they considered their emerging professional identity. We argue that these sub-identities point to structural challenges embedded within Teach for America, and we highlight the need for additional research on the growing cadre of teachers entering the teaching profession through alternative routes, and subsequently influencing policymaking processes.

Research Engagement in the EFL Pre-Service Practicum

2015 ◽  
Vol 1 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Ayşe Akyel
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teachers Perceptions ◽  
Research Engagement ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract The study aims to add to our understanding of pre-service teachers’ perceptions and experiences of research engagement during the school practicum. Specifically speaking, the following research question was addressed: What are Turkish pre-service EFL student teachers’ perceptions of the extent to which research engagement in the school practicum is beneficial for their professional development? Twenty-Four EFL student teachers (22 female, 2 male) participated in the study. They all took the practicum course together with the teacher research course during the 8th semester of their four-year undergrad education. Data came from an open-ended questionnaire, student teachers’ written reflections, conclusion sections of the research projects and semi-structured interviews with some of the participants after graduation. The findings indicated that participants benefited from research engagement during their practice teaching experience in questioning and reframing their understandings of teaching. However, they had some difficulties in research engagement during the school practicum. These findings have some crucial implications for the school practicum component of EFL teacher education programs. There is a common agreement that the pre-service teacher education programs are ideally responsible for laying the foundation for “contextualized” and “personalized” (Freeman & Johnson,1998) learning opportunities and preparing novices “to learn in and from their practice”(Feiman-Nemser, 2005). To this end, teacher candidates need support in using their own teaching practice as well as that of others (Kane and Francis, 2013) as a site of inquiry to examine and or reframe their understandings of teaching and students. (Ball and Cohen, 1999; Cochran and Smith and Lytle, 2009; Norman and Feiman-Nemser, 2005; Parr and Timperley 2010, Trent 2012). However, it is generally accepted that opportunities for such a process are not efficiently created by pre-service teacher education programs (Freeman&Johnson 1998, Feiman- Nemser 2009; Kane and Francis, 2013)

scholarly journals Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan

2020 ◽  
Vol 21 (2) ◽  
pp. 81-97 ◽  
Author(s):  
Nauman Ahmed Abdullah ◽  
Munawar Sultana Mirza
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Lesson Plan ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves. 

Mentors and student-teachers “lesson studying” in initial teacher education

2016 ◽  
Vol 5 (2) ◽  
pp. 84-98 ◽  
Author(s):  
Wasyl Cajkler ◽  
Phil Wood
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Learning ◽  
Student Teacher ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Content Type ◽  
The Uk

Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.

scholarly journals QUEM SÃO OS ATUAIS ESTUDANTES DAS LICENCIATURAS NO BRASIL? Perfil socioeconômico e relação com o magistério

2019 ◽  
Vol 26 (3) ◽  
pp. 225
Author(s):  
Cleomar Locatelli ◽  
Júlio Emílio Diniz-Pereira
Keyword(s):  
Teacher Education ◽  
Student Performance ◽  
Undergraduate Students ◽  
Family Income ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Students ◽  
Education Programs ◽  
The Relationship

O artigo analisa o perfil dos estudantes de licenciatura no Brasil, considerando, especialmente, as condições socioeconômicas e a relação com o magistério. O objetivo é relacionar informações atuais referentes aos estudantes de licenciaturas, avaliando o contexto do trabalho docente e a formação inicial de professores. A pesquisa reuniu dados junto a cinco licenciaturas de todo o país: pedagogia, história, matemática, educação física e biologia, a partir das respostas dadas ao questionário do estudante do Exame Nacional do Desempenho do Estudante (Enade/2014-2017). Constata-se um perfil de estudante trabalhador, com renda familiar baixa, egresso de escola pública e que, em sua maioria, afirma ter escolhido o magistério pela vocação ou pela importância da profissão.WHO ARE THE TEACHER EDUCATION STUDENTS IN BRAZIL TODAY? socioeconomic profile and their relationship with teachingAbstractThis article analyzes the profile of undergraduate students from teacher education programs in Brazil, considering their socioeconomic conditions and the relationship with the teaching profession. The objective is to relate current information regarding undergraduate students, assessing the context of teaching work and initial teacher education.  The survey gathered data from five undergraduate degrees across the country: pedagogy, history, mathematics, physical education and biology, from the replies to the questionnaire of the National Survey of Student Performance (Enade/2014-2017). We can observe a profile of a student worker, with a low family income, who graduated from a public school and who, for the most part, claims to have chosen the magisterium by vocation or importance of the profession.Keywords: teacher education; teacher education programs; students’ profile.¿QUIÉNES SON LOS ACTUALES ESTUDIANTES DE LICENCIA EN BRASIL? Perfil socioeconómico y relación con la profesión docenteResumenEl artículo analiza el perfil de los estudiantes de licenciatura en Brasil, considerando, especialmente, las condiciones socioeconómicas y la relación con el magisterio. El objetivo es relacionar informaciones actuales referentes a los estudiantes de licenciaturas, evaluando el contexto del trabajo docente y la formación inicial de profesores. La encuesta reunió datos junto a cinco licenciaturas en todo el país: pedagogía, historia, matemáticas, educación física y biología, a partir de las respuestas dadas al cuestionario del estudiante del Examen Nacional del Desempeño del Estudiante (Enade / 2014-2017). Se constata un perfil de estudiante trabajador, con renta familiar baja, egresado de escuela pública y que, en su mayoría, afirma haber escogido el magisterio por la vocación o por la importancia de la profesión.Palabras clave: formación de profesores; licenciaturas, perfil de los estudiantes.

scholarly journals “This is why students feel lost when they go into teaching practice”: English Language Teachers’ Views on their Initial Teacher Education

2020 ◽  
Vol 19 (10) ◽  
pp. 371-387
Author(s):  
Sue Garton
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Native Speaker ◽  
Language Teachers ◽  
Initial Teacher Education ◽  
Significant Shift ◽  
Snowball Sampling ◽  
Quantitative And Qualitative Research

The last 20-25 years have seen a significant shift in the views about what teachers need to know to be able to teach. This shift has led to new developments in the theory of second language teacher education (SLTE) and a growth in research in this area. One area of research concerns the attitudes and expectations of those learning to become teachers. While most studies in this area focus on teacher education programmes in BANA countries, this article looks at data from student teachers studying in Russia and Uzbekistan. The study employed a quantitative and qualitative research design, using a researcher-designed on-line questionnaire. Through snowball sampling, data from 161 students and recent graduates in the two countries were collected, analysed, and compared to investigate the content of SLTE programmes. The study identified what the novice teachers felt were the strengths and weaknesses of their programme, and what changes they would like to see. Results showed that while the respondents were mainly satisfied with their methodology, and theoretical linguistics courses, they felt the need for more practice, both teaching and language practice. The data also revealed that, in Uzbekistan in particular, the idea of global English struggles to take hold as native-speaker models remain the norm. The implications of the study underline the need for SLTE to explicitly link theory to practice and to promote the idea of varieties of English, rather than focus on native-speaker norms.

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