scholarly journals Representações sociais sobre escola e identidade profissional docente: Um estudo com estagiários em um curso de Licenciatura em Ciências no Brasil

2020 ◽  
Vol 28 ◽  
pp. 106
Author(s):  
Verónica Marcela Guridi ◽  
Valéria Cazetta ◽  
Luciana Maria Viviani ◽  
Celi Rodrigues Chaves Dominguez ◽  
Josely Cubero ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Social Representations ◽  
Science Teacher Education ◽  
Teacher Education Programs ◽  
School Environments ◽  
Written Narratives ◽  
Teacher Authority ◽  
Transmission Of Knowledge ◽  
Pedagogical Relationships

The goal of this work is to investigate representations of the school institution held by graduate students of the Science Teacher Education Program at a public university in Brazil. We aim to answer the following questions: What are the representations of the school institution imagined by the researched students? How important are those representations to the process of teacher education? We analyzed 79 sketches made by the students in the period 2011 to 2013 during their internship program. Students complemented their sketches by brief oral and written narratives about them. Using qualitative analysis of social representations about school institution from a cultural and historic perspective, we identified three major and not exclusive conceptions of school: 1) the school environments produce an open-close play, with various levels of control and disciplining; 2) the pedagogical relationships are associated to teacher authority, disciplining and transmission of knowledge; and, finally, 3) the objects of the school point to the idea of the school institution as an isolated environment, with its own culture. The presence of these representations indicates the prevalence of a long process of production and recognition of aspects of the scholar culture by the students, which could contribute to reflexive practices in the proposals of teacher education programs.

scholarly journals Using avatars to address teacher self-efficacy

2021 ◽  
Vol 5 (1) ◽  
pp. 15-35
Author(s):  
Chancey Bosch ◽  
Trevor Ellis
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Student Teaching ◽  
Self Efficacy ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Technology Enhanced Learning ◽  
Teacher Self Efficacy ◽  
The Relationship ◽  
Enhanced Learning

Technology-enhanced learning continues to provide opportunities for increased interventions in educational programing. For teacher education programs, novelty pales in comparison to providing meaningful instruction and enduring outcomes. The use of avatars has provided integration of research evidence that increases intended behaviors; however, research is lacking on teacher self-efficacy change via an avatar experience. The purpose of this study is to examine the relationship between teacher self-efficacy and avatar use in a teacher education program. A relational study using both parametric and non-parametric designs for four different samples indicated a significant relationship between avatar intervention and teacher self-efficacy in classroom management, instructional strategies, and student engagement. The sample from a student teaching course, which had a limited number of participants, provided mixed results. More studies need to include experimental designs and isolation of variabilities in the avatar model.

scholarly journals College Students’ Attitude Toward and Learning of Differentiated Instruction in Products

2014 ◽  
Vol 1 (2) ◽  
pp. 26-37
Author(s):  
Chin-Wen Chien
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Positive Attitude ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Class ◽  
The University

Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Current Economic and Political Dispensation and Teacher Education Programs in Niger Delta Region

2016 ◽  
pp. 1424-1437
Author(s):  
Nwachukwu Prince Ololube ◽  
Nanighe Baldwin Major ◽  
Peter James Kpolovie
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Niger Delta ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Delta Region ◽  
Education Programs ◽  
Niger Delta Region ◽  
The Impact

In this chapter we highlighted the impact of the current economic and political dispensation in Nigeria and its impact on teacher education programs and the means of enhancing teacher education in the Niger Delta region. This paper is a conceptual and methodological breakthrough in Nigeria's academic landscape where qualitative and quantitative experiences highlight issues that are pertinent to teacher education program in the Niger Delta. The chapter proposed that the Niger Delta region's and the entire Nigeria's teacher education programs would be advanced if the component parts of the current economic and political disposition are resolved. This chapter contends that the Niger Delta region has the potential to address the challenges currently faced in the region such as social disruption (violence threat), poverty, hunger, disease, conflict, marginalization, and the achievement and improvement for effective teacher education programs. This chapter is of the immense judgment that successfully addressing the challenges currently faced in the Niger Delta region, teacher education programs will greatly improve qualitatively and quantitatively.

Preservice Teachers' Knowledge Construction with Technology

2016 ◽  
pp. 109-125
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Lesson Study ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Pedagogical Content ◽  
Study Approach ◽  
Key Space

Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

Using E-Learning to Globalize a Teacher Education Program

2011 ◽  
pp. 2272-2287
Author(s):  
Hilary Wilder
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

scholarly journals A Personal Journey to Merge Literacy Education and Multicultural Teacher Education

2015 ◽  
Vol 10 (2) ◽  
pp. 197-210 ◽  
Author(s):  
Gina M. Doepker
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Literacy Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Personal Journey ◽  
Multicultural Teacher Education ◽  
Multicultural Teacher

AbstractThere has been considerable attention to multicultural education and how to effectively integrate it into teacher education programs so that it helps teachers to be attentive to and effective for the economically, culturally, and racially diverse student populace. This article will focus on my personal journey with multicultural teacher education and literacy education. There will be a discussion of multicultural or diverse-oriented teacher education with a focus on the challenges as well as the potentials that face these teacher preparation programs. In addition, there will be a discussion of current educational trends in schools as evidence that demands the need for stronger multicultural teacher education programs. Finally, an existing teacher education program will be presented that has an emphasis on multicultural teacher training, as well as suggest approaches for building a research-based multicultural teacher education program.

Perceptions of Teacher-Supervisors of Students in Competency-Based and Field-Based Teacher-Education Programs

1981 ◽  
Vol 53 (1) ◽  
pp. 317-318
Author(s):  
Jack V. Powell ◽  
Judith C. Reiff
Keyword(s):  
Teacher Education ◽  
Elementary Teachers ◽  
Teacher Education Program ◽  
Program Planning ◽  
Teacher Education Programs ◽  
Classroom Teachers ◽  
Cooperative Program ◽  
Instructional Behavior ◽  
Competency Based ◽  
Teacher Supervisors

Perceptions of 72 elementary teachers supervising in a competency-based teacher-education program were compared with the perceptions of 54 elementary teachers supervising in a field-based program. Significant differences were found between the two groups on cooperative program planning and interns' influence on classroom teachers' instructional behavior.

Sign in / Sign up

Export Citation Format

Share Document