Educational policies requiring scripted reading curriculums limit early childhood pre-service teacher candidates

2021 ◽  
pp. 147821032110403
Author(s):  
Latasha Holt
Keyword(s):  
Reading Instruction ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Theory And Practice ◽  
Educational Policies ◽  
Reading Pedagogy ◽  
Scripted Reading ◽  
The University ◽  
Pre Service Teacher

When educational policies require pre-service teacher practicum mentors to continuously implement a mandated scripted reading curriculum, limits are placed on pre-service teachers observing only these reading instruction methods. Novice teachers, who are developing their reading pedagogy, need the opportunity to explore a variety of methods identified as best reading instruction practice. When the pre-service teacher candidates are repeatedly exposed to the scripted methods in practicums, the partnership between the university professors and practicum school systems can suffer. When attempting to bridge theory and practice, the pre-service teacher candidate is affected when they observe conflicting viewpoints between college professors and the hosting practicums during a stage of professional growth and teacher development. If pre-service teachers are without practicum opportunities to try creative reading teaching methods, a result of increased negative outlooks on the profession and future teacher burn-out is a possibility.

scholarly journals Teacher education

2005 ◽  
Vol 38 (3) ◽  
pp. 147-150
Keyword(s):  
Action Research ◽  
The Netherlands ◽  
Teacher Development ◽  
Academic Writing ◽  
Professional Growth ◽  
Linguistic Diversity ◽  
Cultural Beliefs ◽  
Language Education ◽  
Theory And Practice ◽  
Teachers Attitudes

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Teachers in the “Process of Becoming”

2019 ◽  
pp. 15-38
Author(s):  
Jacqueline Manuel ◽  
Janet Dutton
Keyword(s):  
Professional Identity ◽  
Teacher Development ◽  
Ways Of Knowing ◽  
Research Literature ◽  
Initial Teacher Education ◽  
Secondary English ◽  
First Semester ◽  
Graduate Entry ◽  
The University ◽  
Pre Service Teacher

This chapter focuses on exploring the role of pre-service teacher (PST) narratives in a research-based model of initial teacher education (ITE) for secondary English teachers across three semesters of a two-year graduate entry, Master of Teaching (Secondary) degree at the University of Sydney, Australia. The model is underpinned by the belief that the development of the teacher's professional identity is an antecedent and generator of their ways of knowing and teacher quality. Initially, the chapter frames the model of ITE through a discussion of the relevant research literature in the field of pre-service teacher development. It then delineates the features of the model at the University of Sydney and provides a close analysis of the sequential narratives of a pre-service English teacher over the course of the first semester of study in the ITE program. Finally, the chapter reflects on the affordances of narratives in shaping PSTs' ways of knowing and professional identity.

Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection

2020 ◽  
Vol 3 ◽  
pp. 39-58
Author(s):  
Chesla Ann Lenkaitis
Keyword(s):  
United States ◽  
Foreign Language ◽  
Professional Identity ◽  
Teacher Candidates ◽  
Qualitative Data ◽  
The United States ◽  
Theory And Practice ◽  
Efl Teacher ◽  
New Frontier ◽  
Pre Service Teacher

This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, incorporating a reflective component, based on watching recorded synchronous sessions, into virtual exchange is shown to be a valuable tool for making connections between theory and practice.

scholarly journals The possibility of using Cooperative Development in pre-service teacher development

2020 ◽  
pp. 97-126
Author(s):  
Martin Blaszk ◽  
Joanna Tillack
Keyword(s):  
Student Teachers ◽  
Teacher Development ◽  
Teaching Practices ◽  
American Studies ◽  
Present System ◽  
Cooperative Development ◽  
Limited Application ◽  
Teaching Learning ◽  
The University ◽  
Pre Service Teacher

Cooperative Development (CD) is viewed by its creator, Julian Edge (1992), as a model of interaction to support the development of teaching professionals by which they become more aware of their practice as they are empowered to act within and upon it with increased confidence. Based upon equality and cooperation, in CD experiential understanding is valued as much as intellectual comprehension, while speaking and being listened to as aids to thinking and deeper reflection are paramount to the approach. Edge also believes that CD has a limited application in most teaching-learning situations, where equality is not usually the norm. The authors of the article, however, consider the use of CD with pre-service teachers during their teaching practices as an approach that, if implemented, may foster greater awareness and confidence in student-teachers as well alleviate one of the problems of the present system that exists in the Institute of English and American Studies (IEAS) at the University of Gdańsk: a heavy reliance upon written documentation produced by the students which is, de facto, a way of monitoring the practices after their completion rather than providing support for students when they are involved in them. In considering whether or not teaching practices based upon CD are feasible in IEAS, the following areas are examined: CD as an approach in teacher development, the level of acceptance of dialogical practices in Polish education generally, the present system of teaching practices in IEAS, data gathered from previous research connected with those practices, as well as analysis of documentation connected with their administration. Measures that would have to be undertaken if CD were to be implemented as an approach in support of pre-service teacher development are also considered in the discussion.

scholarly journals En lærende praksistrekant

2016 ◽  
Vol 1 ◽  
Author(s):  
Torhild Skotheim ◽  
Baard Johannessen ◽  
Anne-Grete Kaldahl
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Professional Qualification ◽  
Semistructured Interviews ◽  
Future Challenges ◽  
The University ◽  
The Relationship ◽  
Pre Service Teacher

Background: The Norwegian framework for teacher education serves to both provide a pathway for professional qualification and lay a foundation for educators to meet present and future challenges. Complementing work with teacher educators in the university classroom, a key focus of the framework is pre-service teaching practice, which aims to increase student teachers' knowledge, skills, and competencies via a triangular partnership among student teachers and teacher educators both in pre-service teaching practice and on campus. The aim of the study was to interview student teachers to investigate how their pre-service teaching practice can be better organized to meet these goals. Methods: Our data is based on six semistructured interviews and one focus group with six student teachers situated at the Oslo and Akershus University College and analyzed using inductive content analysis. The study was approved at the Norwegian Data Directorate. Results: The analysis revealed five categories that influence student teachers` pedagogical insight through pre-service teaching practice. These five categories were: Reflection plenaries on regular basis, the understanding of the relationship between theory and practice, teacher educators as mentors, and different competence and asymmetry in the mentoring process. Conclusions: To optimize pedagogical insight through pre-service teaching practice, our results emphasize the need to ensure quality throughout pre-service teacher training and clear guidelines for teacher educators. In particular, our sample of student teachers sought greater supervision and focus from teacher educators on the relationship between theory and practice, via use of reflection plenaries, and found most helpful pedagogical context that emphasized equal partnership with their teacher educators. 

scholarly journals Evaluating Teacher-Candidates’ Teaching in the Extended Practicum

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Edwin G. Ralph ◽  
Brian W. Noonan
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Faculty Members ◽  
Teaching Performance ◽  
Program Administrators ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher

This study reports the aggregate results of the evaluations of the teaching performance of 17 cohorts of teacher-candidates (n = 374), who completed their extended practicum during their pre-service teacher-education program at one Western Canadian university. Over a 15-year period, one of the researchers served as the College Supervisor for these cohorts in their respective four-month internship in schools in a variety of locations throughout the province. The teacher-candidates’ final evaluations on nine categories of teaching performance revealed varying levels of strength among the skill areas. Implications of the findings are drawn: (a) for the undergraduate program administrators, faculty members, and practicum-program personnel at the university connected to this study, and (b) for other teacher-education institutions interested in making use of this information to help inform their deliberations in assessing/improving their own pre-service and practicum initiatives.

Competenza ad agire insieme e senso di iniziativa: il tirocinio per attraversare i confini tra studio e lavoro

2020 ◽  
pp. 93-102
Author(s):  
Fabrizio d'Aniello
Keyword(s):  
Professional Growth ◽  
Capability Approach ◽  
Boundary Crossing ◽  
Methodological Framework ◽  
Knowledge Models ◽  
Internship Experience ◽  
Cultural Historical Activity ◽  
The University ◽  
And Training ◽  
The Capability Approach

The pre-eminent motivation behind this contribution lies in the intention to offer students of three-year degree course in education and training sciences and master's degree in pedagogical sciences of the University of Macerata a further support than those already existing, aimed at expanding the educational meaningfulness of the internship experience. The main criticality of such experience is connected with the difficulty in translating knowledge, models, ideas into appropriate activities. This notably refers to the conceptual and educational core of the sense of initiative and entrepreneurship and, consistently, to the skill to act. Therefore, after a deepening of the sense of initiative and entrepreneurship, followed by related pedagogical reflections based on the capability approach, the paper presents an operative proposal aimed at increasing young people's possibilities of action and supporting their personal and professional growth. With regard to this training proposal, the theoretical and methodological framework refers to the third generation cultural historical activity theory and to the tool of the boundary crossing laboratory, variant of the change laboratory

Experiential Learning in Graduate Archival Education at the University of Botswana

Mousaion ◽  
2019 ◽  
Vol 37 (1) ◽  
Author(s):  
Olefhile Mosweu
Keyword(s):  
Experiential Learning ◽  
Work Experience ◽  
Real Life ◽  
Opportunity To Learn ◽  
Theory And Practice ◽  
Records Management ◽  
Archival Theory ◽  
Snowball Sampling ◽  
The Real ◽  
The University

Most curriculum components of archival graduate programmes consist of contextual knowledge, archival knowledge, complementary knowledge, practicum, and scholarly research. The practicum, now commonly known as experiential learning in the global hub, is now widely accepted in library and information studies (LIS) education as necessary and important. It is through experiential learning that, over and above the theoretical aspects of a profession, students are provided with the opportunity to learn by doing in a workplace environment. The University of Botswana’s Master’s in Archives and Records Management (MARM) programme has a six weeks experiential learning programme whose purpose is to expose prospective archivists and/or records managers to the real archival world in terms of practice as informed by archival theory. The main objective of the study was to determine the extent to which the University of Botswana’s experiential learning component exposes students to real-life archival work to put into practice theoretical aspects learnt in the classroom as intended by the university guidelines. This study adopted a qualitative research design and collected data through interviews from participants selected through purposive and snowball sampling strategies. Documentary review supplemented the interviews. The data collected were analysed thematically in line with research objectives. The study determined that experiential learning does indeed expose students to the real world of work. It thus helps to bridge the gap between archival theory and practice for students without archives and records management work experience. For those with prior archival experience, experiential learning does not add value. This study recommends that students with prior archives and records management experience should rather, as an alternative to experiential learning, undertake supervised research, and write a research essay in a chosen thematic area in archives and records management.

Challenges to Foster Resilience

2018 ◽  
Vol 5 (2) ◽  
pp. 80
Author(s):  
Tania Maritza Díaz Macías ◽  
Leila María Álava Barreiro ◽  
Diana Stefani Velásquez García
Keyword(s):  
Inclusive Education ◽  
Inclusive Development ◽  
Educational Policies ◽  
Process Of Change ◽  
Higher Education System ◽  
Whole Process ◽  
Current State ◽  
The University ◽  
Conceptual Evolution ◽  
Scientific Pedagogical

The work aims to provoke critical educational reflections on the current state of the scientific-pedagogical conception of inclusive education in the university context. In this sense, we are aware of the existence of an extremely positive conceptual evolution in recent times. It is necessary to articulate new discourses and teaching practices that project and illuminate the idea that inclusive education as a permanent process of change in education and for which the development of psychological activities outlined in resilience can play an important role. The Ecuadorian higher education system has experienced, for a few years, changes of great pedagogical interest. In this framework, a whole process of generating educational policies and inclusive education is shown, taking as a framework the professors and managers of the Technical University of Manabí (UTM) (Ecuador), to contribute to the greater inclusive development of the said university. The main challenges for university institutions regarding fostering the resilience of the academic process are presented.

scholarly journals Preparing Pre-Service Teacher Candidates for the Praxis Exam

2020 ◽  
Author(s):  
Rebecca Odom-Bartel ◽  
Carol Fletcher ◽  
John Owen ◽  
Jeff Gray ◽  
Jeremy Zelkowski
Keyword(s):  
Teacher Candidates ◽  
Pre Service Teacher
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