scholarly journals Influence of Teacher Educators on the Development of Prospective Teachers’ Personal Epistemology and Tolerance

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824402091463 ◽  
Author(s):  
Bo Ning ◽  
Irfan Ahmed Rind ◽  
Muhammad Mujtaba Asad
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
Teaching Strategies ◽  
Teacher Educators ◽  
Personal Epistemology ◽  
Colleges Of Education ◽  
Social Dimensions ◽  
Post Intervention ◽  
Bachelor Of Education ◽  
Teacher Students

This article examines the influence of teacher educators (TEs) on the development of epistemology and tolerance among the prospective teachers (PTs) studying in a newly introduced 4-year Bachelor of Education (BEd) program offered in the Departments of Education of Universities (DoEUs) and Government Colleges of Education (GCEs) in Pakistan. The new BEd is part of United States Agency for International Development (USAID)–led teacher education reforms in Pakistan to curtail the teaching of extremist values that are implicated in breeding extremism. The stated policies and recommended practices of the program are based on the principles of constructivism, critical thinking, creativity, and effective communication, which are expected to shape the PTs’ ways to conceptualize knowledge and knowing, and ultimately their attitude to different social dimensions. Considering that the aforementioned reforms have not focused on the development of the TEs, it is worth examining how the traditionally trained TEs implement this new program, and to what extent they are shaping the epistemology and attitude of the PTs. Using a descriptive quantitative pre–post intervention design, this study collected data on the epistemic and tolerance development of PTs of a DoEU and a GCE. Data were also collected on TEs’ epistemology, tolerance, teacher–students interactions, and teaching strategies. The analysis highlights a significant relation of TEs’ epistemology and tolerance on their teaching strategies as well as on the development of the PTs’ epistemology and tolerance.

scholarly journals Issues in Implementation of Associate Degree in Education and Bachelor of Education Honor Programs in Teacher Education Institutions in Gilgit Baltistan

2017 ◽  
pp. 163-177
Author(s):  
Muhammad Khalid Mahmoodi Et al.,
Keyword(s):  
Prospective Teachers ◽  
Associate Degree ◽  
Teacher Educators ◽  
Pedagogical Practices ◽  
Constructivist Approach ◽  
Learner Centered ◽  
Teaching Content ◽  
Bachelor Of Education ◽  
International University ◽  
Gilgit Baltistan

The present study investigated issues in implementation of ADE and B. Ed. (Hons.) programs as envisioned learner centered pedagogies embedded in the curricula of these programs. This study included all the three GCETs and Karakorum International University from Gilgit Baltistan. and three Public Sector Universities and three GCETS affiliated with these Universities from Punjab. Teacher Educators’ Pedagogical Practices Questionnaire (TEPPQ) was administered to teacher educators and prospective teachers to know prevailing pedagogical practices. Teacher educators and prospective teachers were interviewed to document prevailing pedagogical practices and physical facilities available for implementation of ADE and B. Ed Programs. Findings revealed that both ADE and B. Ed. (Hons.) curricula were being implemented through traditional methods with the dominance of teacher-centered lecture/ presentation instead of envisioned learner centered pedagogies based on constructivist approach. Students raised the issue of poor internet connectivity in the campuses. Laboratories for teaching content courses like physics, chemistry, and biology were not available in departments of educations in Universities or were not equipped in case of GCETs.

scholarly journals Development of Quality Oriented Model for Restructuring of Pre-service Teacher Education Programs

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Wajiha Kanwal ◽  
Iffat Basit ◽  
Qurat ul Ain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Bachelor Of Education ◽  
Assessment Techniques ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs.  It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

scholarly journals Prospective Teachers’ Perspective Regarding a New Teachers’ Development Program in Two of the Government Colleges of Education in Gilgit-Baltistan

2017 ◽  
pp. 63-77
Author(s):  
Asif Khan Et al.,
Keyword(s):  
International Development ◽  
Prospective Teachers ◽  
New Teachers ◽  
Development Program ◽  
Colleges Of Education ◽  
Development Programs ◽  
Traditional Program ◽  
The Government ◽  
New Generation ◽  
Gilgit Baltistan

In order to address the gaps of traditional teachers’ development programs, the government of Pakistan, with the financial support of United States’ Aids for International Development, (USAID) launched a new teachers’ preparation program called Advance Diploma in Education. While collecting data, this study particularly sought the opinions of those prospective teachers who had completed their programs. Therefore, the study focused on matters such as the availability of teaching positions, pay scales, the curriculum of the ADE program, teaching approaches and the availability of instructional resources. It was noted that there was recognition among the students and instructors about the productivity and the usefulness of the new ADE program. Additionally, there was an acknowledgment that a new generation of teachers is being produced through the ADE program that will really change the dynamics of classrooms in Pakistan. However, it seemed that a number of issues, such as limited employment opportunities for ADE graduates, lack of coherent recruitment policies, and the continuation of the traditional program, were some of the primary concerns of both the students and instructors.

Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan

2011 ◽  
Vol 3 (12) ◽  
pp. 29
Author(s):  
Jabeen Fatima ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Research Work ◽  
Education Programme ◽  
Practice Research ◽  
Colleges Of Education ◽  
Post Graduate ◽  
Master Degree

The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators.  The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered.  The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling.  For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

scholarly journals ‘I got content with who I was’: Rural teachers’ encounters with new ways of practising literacy

2016 ◽  
Vol 7 (2) ◽  
Author(s):  
Toni Gennrich
Keyword(s):  
Literacy Practices ◽  
Limpopo Province ◽  
Literacy Teachers ◽  
Rural Teachers ◽  
Bachelor Of Education ◽  
Teacher Students ◽  
The University ◽  
Personal Literacy ◽  
Critical Imagination

In a context where Foundation Phase literacy teachers’ personal literacy often involves operational and technicist practices rather than creative, this paper argues that it is by exposing teachers to experiences of working with different genres of text for an extended time, in different fields, that teachers are able to imagine the possibilities these genres afford. Using a Bourdieusian framework of habitus, field, capital and doxa and applying imagination to the theorisation of these concepts, I examine the effect on a group of rural teachers from Limpopo province of being removed from their classrooms, and being given the opportunity to complete a 4-year Bachelor of Education degree at the University of the Witwatersrand. This case study used reflective journals and focus groups to trace shifts in the ways these teacher-students enacted literacy and thought about teaching literacy. Findings from this study suggest that teachers of literacy can change deeply entrenched ways of thinking about and valuing literacy by reflecting on the discontinuities between old and new ways of practice and, through anticipatory reflection, to imagine possibilities of teaching and enacting literacy differently. This requires critical imagination, awareness and agency. This paper discusses, in particular, Elela’s experience with poetry and Kganya’s experience with a drama script, assessing the effect this had on their personal literacy practices and how they imagine teaching literacy in the future.

scholarly journals The Effect of Training of Prospective Secondary School Teachers in Flander’s System of Classroom Interaction Analysis on the Classroom Verbal Behavior of their Students

2017 ◽  
pp. 142-155
Author(s):  
Irshad Ahmad Farrukh Et al.,
Keyword(s):  
Treatment Group ◽  
Verbal Behavior ◽  
Prospective Teachers ◽  
Repeated Measures ◽  
Teacher Educators ◽  
Interaction Analysis ◽  
Interobserver Reliability ◽  
Classroom Interaction ◽  
Social Progress ◽  
Teaching Learning

The teacher in any educational system performs a significant function since his role is to perpetuate society heritage and simultaneously to energize human resources towards social progress. The face of twentieth-century life is a rapidly changing society, a mentoring store of knowledge, amazing innovations and new understanding, theories and concepts about the teaching learning process. Efforts are being made all over the world to bring about the changes in all educational programs and practices according to the changing needs of society, time and subjects. The sample included 32 prospective teachers drawn from M.A. secondary education class. Eight male and eight female prospective teachers voluntarily participated in the study and formed the treatment group. Equal numbers of male and female prospective teachers, from the same population, were matched to the treatment group and formed a no-treatment group. Two trained observers categorized the classroom interaction on the teaching of Urdu English and Pakistan studies and gathered data in the quantitative form. The interobserver reliability coefficient on the data ranged from .97 to .99. Three Factors Analysis of Variance with repeated measures was applied to find the effect of training, gender and subjects on the verbal behavior of the prospective teachers. The interaction effects between training & gender, training & subjects were also studied. Training of teachers in Flander's system of classroom interaction analysis has a positive and significant effect on the verbal 'behaviour of their students on the greater (accessed) use of the following categories of student talk on Spontaneous talk and Questioning by students. Flanders and other systems of classroom interaction analysis should be included and introduced in teacher education programs of the country at all levels. Teacher educators of all levels should use this system of classroom interaction analysis along with other observation procedures for the supervision and guidance of prospective teachers in practice teaching.

scholarly journals Propuesta de un proceso de estudio de clases para la formación inicial del profesorado de Educación Infantil desde el paradigma del cuestionamiento del mundoProposal of a class study process for the initial training of Early Childhood Education teachers from the paradigm of questioning the world

2020 ◽  
Vol 22 (4) ◽  
pp. 694-710
Author(s):  
Elena María Lendínez ◽  
Francisco Javier García ◽  
Ana María Lerma
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Prospective Teachers ◽  
Lesson Study ◽  
Teacher Educators ◽  
Research Problem ◽  
Childhood Education ◽  
Theory Of Didactic Situations ◽  
Study Process ◽  
Didactics Of Mathematics

ResumenComo docentes universitarios a cargo de la formación inicial del profesorado de Educación Infantil, observamos claros síntomas del paradigma monumentalista (visita a algunas obras tanto de Matemáticas como de Didáctica de las Matemáticas) cuando esta formación se organiza según el esquema tradicional clase de teoría/clase de prácticas. En este trabajo pretendemos identificar con nitidez el reto que supone la formación profesional funcional de futuros profesores, formular este reto como un problema de investigación dentro de la TAD, y explorar la potencialidad del dispositivo del estudio de clases como herramienta para desarrollar el equipamiento praxeológico del profesorado como respuesta a cuestiones profesionales vivas y auténticas. Se describirá el diseño de este dispositivo, para el caso de la formación inicial de profesorado de Educación Infantil sobre la enseñanza de los primeros conocimientos numéricos.Palabras-clave: Teoría Antropológica de lo Didáctico, estudio de clases, Educación infantil, Formación inicial de profesorado, Teoría de las Situaciones Didácticas.AbstractAs teacher educators involved in the initial education of prospective Early Childhood Education teachers, we observe evident signs of the monumentalistic paradigm (visiting some pre-stablished works in Mathematics as well as in Didactics of Mathematics) when the education of teachers is structured following the traditional scheme lecture-practice. In this paper, we aim at clearly identifying the challenge of a functional education of prospective teachers, formulating it as a research problem within the ATD, and exploring the potential of the lesson study device as tool to develop prospective teachers’ praxeological equipment as responses to live and authentic professional questions. We will describe de design of such device, for the case of the initial education of prospective Early Childhood Education teachers around the teaching of numbers and numbering.Keywords: Anthropological Theory of Didactics, study of classes, Early childhood education, Initial teacher training, Theory of Didactic Situations. 

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