scholarly journals WERYFIKACJA OSIĄGNIĘCIA PRZEDMIOTOWYCH EFEKTÓW KSZTAŁCENIA/UCZENIA SIĘ W RAMACH PRAKTYKI NAUCZYCIELSKIEJ – WYBRANE MODELE

Neofilolog ◽  
2019 ◽  
pp. 171-194
Author(s):  
Anna Bąk-Średnicka
Keyword(s):  
Teacher Education ◽  
Quality Assessment ◽  
Learning Outcomes ◽  
Alternative Assessment ◽  
Teaching Practice ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Alternative Evaluation ◽  
Autonomous Behavior ◽  
Intended Learning Outcomes

Quality assessment of intended learning outcomes in teaching practice should reflect current directions in educating preservice teacher candidates. Moreover, it should correspond with recent studies on human behavior in social psychology. A trainee teacher applies the knowledge acquired at university only when confronted by all manner of problems in the complex pedagogical reality. Therefore, the intended learning outcome, which is a key factor in quality teacher education and which should undergo quality assessment (Journal of Laws, 2012), is pedagogical acuity. Pedagogical acuity, so-called “sensitivity to problems” (Kwiatkowska, 1988: 103, 105), is the ability on the part of trainee teachers to reflect-inaction and to reflect-on-action by identifying classroom and out-of-classroom problems and dealing with them in a creative way. The development of pedagogical acuity is not an automatic process and it depends on trainees’ readiness to take autonomous decisions. The aim of the article is twofold. Firstly, it compares three models of assessment, which apply alternative evaluation methods of intended learning outcomes in teaching practice, with regard to the development of autonomous behavior on the part of the trainee. They offer forms of alternative assessment in which narrative texts play a central role; these include discussions, dialogues, journals and/or diaries. Secondly, the article analyses teacher education programs at Polish universities, considering those available online, from the perspective of developing autonomous behavior during teaching practice. The findings reveal that roughly one third of teacher education programs apply alternative assessment in teaching practice. In concluding remarks the author reflects on the significant gap between the assessment preferences of academicians, and proven models applying alternative evaluation methods available in literature mainly in the form of one-off projects.

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part I. Findings from a Study in the United States [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. This research suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To address that gap, I share research from two studies, one in the United States, and one in Norway (in the linked paper that follows). The studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. This first paper examines the nature and role of vision, coherence and opportunities to learn in three teacher education programs in the United States.

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. 

scholarly journals A Comparative Study of Three Key Features in the Design and Practice of Teacher Education in the United States and Norway: Part II. Findings from a Study in Norway [VISIONS 2011: Teacher Education]

2012 ◽  
Vol 6 (1) ◽  
Author(s):  
Karen Moore Hammerness
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Core Curriculum ◽  
Teaching Practice ◽  
The United States ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Clear Vision ◽  
Design And Practice

This paper draws upon recent research on program features that characterize powerful teacher education. Based upon research and scholarship in the U.S., suggests that teacher education programs need to promote a clear vision of teachers and teaching; must be coherent, reflecting a shared understanding of teaching and learning among faculty and students; and finally, that they need to be built around a strong core curriculum deeply tied to teaching practice. However, we know little about whether these features also characterize powerful teacher education programs in other countries. To start to address that gap, I describe research from two separate studies, one conducted in the United States and one in Norway. Both studies examined the visions, coherence, and relationship to practice in a range of teacher education programs. In this second paper, I share the findings from the Norwegian study. An opportunity to look across two contexts at the same features helps provide some initial insights about key characteristics of teacher education that may matter most.

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.

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