Personal growth and professional development of student teachers through teacher education programmes

2008 ◽  
pp. 93-111
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Personal Growth

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Masteroppgaven – relevant for grunnskolelæreren?

2016 ◽  
Vol 10 (2) ◽  
pp. 193-211 ◽  
Author(s):  
Rachel Elise Jakhelln ◽  
Kristin Emilie Bjørndal ◽  
Gerd Stølen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Master's Degree ◽  
Initial Teacher Education ◽  
The Arctic ◽  
Master's Level ◽  
Pilot Program ◽  
Master's Thesis ◽  
Master’S Degree

UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

Professional development lost in translation? ‘Organising themes’ in Danish teacher education and how it influences student-teachers’ stories in professional learning communities

2019 ◽  
Vol 14 (3) ◽  
pp. 357-375
Author(s):  
Kari Kragh Blume Dahl
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Teachers ◽  
Professional Learning ◽  
Situated Learning ◽  
Educational Practice ◽  
Everyday Practices ◽  
Teacher Education Institutions

Retaining the quality of teachers and improving teacher education and professional development through professional learning communities (PLCs) has long been on the policy agenda of, among others, the United Nations Educational, Scientific and Cultural Organization (UNESCO), Organisation for Economic Co-operation and Development (OECD), and the Framework for 21st Century Skills. This study explores and compares student-teachers’ use of PLCs in Danish teacher education institutions and how PLCs are shaped by institutional, organising themes. An ‘organising theme’ is conceptualised as a fundamental ‘idea’ of how – for instance institutional – everyday practices become organised; exploring how institutional organising themes are translated into educational practice in students’ PLCs makes it possible to understand how local moral worlds in teacher education institutions shape students’ communal work and professional development. Drawing on situated learning, social anthropology of institutions and the literature about PLCs, the professional narratives of three Danish student-teachers are compared. The findings suggest that professional development in PLCs takes place in the intersection between personal stories, situated learning in PLCs and institutional themes.

scholarly journals The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

2018 ◽  
Vol 11 (4) ◽  
pp. 54
Author(s):  
Rifat Efe
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Study Skills ◽  
Science Student ◽  
Approaches To Studying ◽  
Teachers Professional Development ◽  
Pearson Correlations ◽  
Academic Year

In this study, the relation between science student teachers’ approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers’ approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers’ professional development while they are training to become teachers.

scholarly journals Vocational Student Teachers’ Self-Reported Experiences in Creating ePortfolios

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Anne-Maria Korhonen ◽  
Sanna Ruhalahti ◽  
Minna Lakkala ◽  
Marjaana Veermans
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Personal Growth ◽  
Learning Objectives ◽  
Vocational Education And Training ◽  
Vocational Teachers ◽  
Vocational Student ◽  
Vocational Teacher ◽  
Working Practices ◽  
And Training

Context: The context of the study is vocational teacher education and the participants are vocational student teachers. They are studying in a blended learning setting as part time students. They represent several disciplines of vocational education and training. The vocational teacher studies take one year and are 60 credits. The study relates to the discussion of vocational education and training (VET) and teachers’ competencies that they are transferring to their VET students by sharing the knowledge of their subject area and working practices. This study is an exploration of one of these working practices: making competence visible in a digital format.Approach: Student teachers’ descriptions of their practices and recommendations of supportive methods for composing an ePortfolio are reviewed and their motivation to compose an ePortfolio is studied as a part of the personal learning environment (PLE) philosophy.Findings: The data revealed some typical practices, such as composing an ePortfolio (the most popular ways of doing this were recording reflections in a learning diary and using digital tools to document artefacts) and making vocational teachers’ competence visible through an ePortfolio (understanding the difference between workspace and showcase portfolios and what kinds of competence to document). The recommendations mentioned by participants were supportive methods of composing an ePortfolio (collaborative learning processes with peers, lecturers’ feedback and assessment and clear instructions) as well as methods of making vocational teachers’ competence visible (e.g. orientation to ePortfolio work using learning objectives and assessment criteria for ePortfolios). Participating student teachers are/were motivated to work with ePortfolios in various ways and expressed an intrinsic motivation to pursue personal growth and become a vocational teacher.Conclusions: The study revealed vocational student teachers’ various perceptions of scaffolding and motivational orientations to make their competence visible through ePortfolios. These can be used to design scaffolding processes to support students’ ePortfolio activities. ePortfolios are used as a study method to promote student teachers’ career development and personal growth and to help them acquire teacher competencies. The study concludes with a review of the learning objectives and the assessment criteria for the ePortfolio process in a vocational teacher education program.

scholarly journals Students’ Understanding of the Concept of Democracy and Implications for Teacher Education in Social Studies

2016 ◽  
Vol 10 (2) ◽  
pp. 271-289 ◽  
Author(s):  
Nora Elise Hesby Mathé
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Social Studies ◽  
Student Teachers ◽  
Teacher Educators ◽  
Strong Support ◽  
Political Activity ◽  
Democratic Participation ◽  
Democratic Attitudes ◽  
Core Concepts

Tidligere studier viser at norske skoleelever er kunnskapsrike om og viser sterk støtte til demokrati, og gir uttrykk for sentrale demokratiske holdninger. Vi vet at det må arbeides aktivt for å opprettholde disse kvalitetene, selv i stabile demokratier. Vi vet imidlertid lite om hvordan elever forstår og forklarer demokrati som fagbegrep. Dette er kunnskap som kan være verdifull for lærere og lærerutdannere i arbeidet for å oppfylle læreplanens formål i samfunnsfaget. I samfunnskunnskap er ikke demokratibegrepet bare sentralt for forståelse og deltakelse i faget, men også for elevers demokratiske deltakelse utenfor skolen. Denne artikkelen undersøker norske 16-åringers forståelse av demokratibegrepet, og bygger på semi-strukturerte gruppeintervjuer med til sammen 23 elever fra tre videregående skoler. Et sentralt funn er at elevene først og fremst uttrykker en liberal forståelse av demokrati med fokus på stemmegivning i valg som den viktigste formen for politisk deltakelse. I tilknytning til dette kan elevene sies å vise mer eller mindre begrenset eller utvidet forståelse av begrepet. I tillegg til å presentere og diskutere elevers forståelse av begrepet demokrati, ser denne artikkelen på mulige implikasjoner for lærerutdanning i samfunnskunnskap. Én implikasjon er at lærerutdannere aktivt bør involvere lærerstudentene i å diskutere og definere sentrale begreper. Dette kan være med på å støtte lærerstudentenes profesjonelle utvikling, og, gjennom dette, utvikle ungdommers muligheter for demokratisk deltakelse. Et slikt dobbelt fokus kan bidra med en kunnskapsbase som hjelper lærerstudenter i deres første år som praktiserende lærere.Nøkkelord: demokrati, begreper, forståelse, lærerutdanning, samfunns-kunnskap, samfunnsfagAbstractAccording to recent studies, Norwegian students are knowledgeable about and show strong support for democracy, as well as demonstrate democratic attitudes. These qualities must be actively encouraged and maintained also in successful democracies. Little is known, however, about how students understand and explain democracy as a subject-specific concept. Such knowledge may be valuable for social studies teachers and teacher educators to fulfil the purpose of the social studies curriculum. The present article investigates 16-year-old students’ understanding of the concept of democracy. In social studies, the concept of democracy is essential not only for disciplinary understanding and discourse, but also for students’ out-of-school democratic participation. To investigate students’ understanding of this concept, semi-structured group interviews were conducted with a total of 23 students at three different Norwegian upper secondary schools. A central finding is that students primarily expressed a liberal understanding of democracy focusing on voting in elections as the main political activity. Students also demonstrated more or less limited or elaborate understanding. In addition to presenting and discussing students’ understandings of the concept of democracy, this article considers implications for teacher education in social studies. One implication is that teacher educators need to engage actively in discussing and defining core concepts with their students. This is related to supporting student teachers’ professional development and in turn developing adolescents’ opportunities for democratic participation. Such a dual focus can provide a knowledge base to help student teachers in their professional development in their first years as practicing teachers.Keywords: democracy, concepts, understanding, teacher education, social studies, democratic theory

scholarly journals “It’s just a stage I’m going through”: moving student teachers from ‘good’ to ‘outstanding’.

2013 ◽  
Vol 4 (8) ◽  
Author(s):  
Mark Betteney
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Initial Teacher Education

This article identifies three published models of professional progression in Initial Teacher Education (ITE), and uses them to ask questions about the stages of pedagogic development that student teachers tend to go through. It is written to enhance student teacher’s understanding of the processes involved, and to give them the vocabulary they may need to reflect on their on-going professional development

scholarly journals The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland

2016 ◽  
Vol 6 (3) ◽  
pp. 37-58
Author(s):  
Judith Harford ◽  
Teresa O'Doherty
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Policy Development ◽  
Implementation Process ◽  
Initial Teacher Education ◽  
Regulatory Body ◽  
Reform Agenda ◽  
School Based ◽  
The University

Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006) as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues.This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.

Sign in / Sign up

Export Citation Format

Share Document