scholarly journals Teach Beyond Boundaries: The Conceptual Framework and Learning Philosophy of an Innovative Initial Teacher Education Programme in Wales

2020 ◽  
Vol 22 (1) ◽  
pp. 114-140
Author(s):  
Malcolm Thomas ◽  
Barry Rees ◽  
Gareth Emyr Evans ◽  
Nicola Thomas ◽  
Clive Williams ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Student Teachers ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Post Graduate ◽  
Effective Pedagogy ◽  
Secondary Enrichment ◽  
Graduate Certificate ◽  
The University

This paper outlines the development of one integrated ITE programme that leads to two QTS pathways: Primary Post-Graduate Certificate in Education with Secondary Enrichment; and Secondary Post-Graduate Certificate in Education with Primary Enrichment. The integrated ITE programme AberTeach + enables student teachers to 'Teach beyond boundaries for an all-through experience'. This paper reviews the programme's conceptual framework and learning philosophy and in so doing, considers the core principles that influenced the design of the programme, as follows: Inclusive Partnership; Effective Pedagogy; Integrated Pedagogy; Specialised and Enriched Pedagogy; Shared and Reflective Pedagogy; Truly Collaborative Research Culture, Democratic Accountability and the eight principles of the Learning Philosophy. The paper proceeds to explain how the integrated programme is delivered via a cluster hub approach across 5 hub regions in Mid-Wales. In doing so, it outlines the role of the University staff and Lead and Partner school mentors as well as the minimum expectations for student teachers whilst on school experience. Consideration is also given to Welsh-medium provision and support as well as the centrality of research within the ITE Partnership as a whole. The paper closes by considering what is innovative about the programme and the benefits that student teachers gain from undertaking the programme.

Teaching practicum and the development of professional and pedagogical knowledge

2020 ◽  
Vol 15 (1) ◽  
pp. 67-90
Author(s):  
Minerva Rosas ◽  
Verónica Ormeño ◽  
Cristian Ruiz-Aguilar
Keyword(s):  
Student Teachers ◽  
Qualitative Data ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
Critical Thinking Skills ◽  
Initial Teacher Education ◽  
Teaching Programme ◽  
Teaching Practicum ◽  
The University ◽  
The Relationship

To assess the progressive teaching practicums included in an English Teaching Programme at a Chilean university, 60 former student-teachers answered a questionnaire with both Likert-scale and open-ended questions. The issues assessed included the relationship between the progressive teaching practicums and the curriculum’s modules and sequence, and the skills developed while implementing innovation projects during the student-teachers’ two final practicums. Quantitative and qualitative data analyses allowed us to identify both strengths and weaknesses. The participants highlighted strengths in the areas of teaching strategies, critical thinking skills and professional and pedagogical knowledge. Among the weaknesses, they identified limited supervision and feedback, and diverging views on teaching education between the university and the schools as the most difficult to deal with. These findings may be useful for introducing improvements in Initial Teacher Education aimed at reducing problems and discrepancies and devising suitable induction processes.

Developing Education and Business Links

1997 ◽  
Vol 11 (3) ◽  
pp. 176-181
Author(s):  
Ian Abbott ◽  
Caron Coldicott ◽  
Moss Foley ◽  
Prue Huddleston ◽  
Peter Stagg
Keyword(s):  
Teacher Education ◽  
Continuing Professional Development ◽  
Initial Teacher Education ◽  
Business Studies ◽  
British Industry ◽  
Development Of Competencies ◽  
The Uk ◽  
Graduate Certificate ◽  
The University ◽  
Theoretical Issues

The Economics and Business Studies Post Graduate Certificate in Education (PGCE) at the University of Warwick has been at the forefront of developing links between initial teacher education and business. The latest stage in this process occurred in January 1996 when 22 PGCE students undertook a three-day residential course established in a partnership between the University of Warwick, Understanding British Industry (UBI) and the UK Post Office. This course was the first of its kind in the UK to be sponsored by an individual company and has been designed to provide a model which can be used in all areas of initial teacher education links between business and initial teacher education. The authors address practical and theoretical issues relating to the development of links between business and initial teacher education. The broader theoretical issues considered include the significance of this type of activity in relation to the changes taking place in initial teacher education in England and Wales, such as the development of competencies, the role of continuing professional development and the appropriateness of the model. The authors also address the practical implications of working with business, and the development of a residential programme in a crowded timetable, and assess some of the curriculum materials produced by students.

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals What Do We Know about the University Contribution to Regional Economic Development? A Conceptual Framework

2020 ◽  
pp. 016001762090953 ◽  
Author(s):  
Thomas Brekke
Keyword(s):  
Economic Development ◽  
Literature Review ◽  
Conceptual Framework ◽  
Organizational Capacity ◽  
Regional Economic Development ◽  
Educational Institutions ◽  
Regional Economic ◽  
Knowledge Dynamics ◽  
The University

There are a rapidly growing number of scientific studies analyzing the role of university and higher educational institutions in regional economic development. In this study, the author reviews the rapidly growing body of research streaming out of the geography of innovation and knowledge with particular attention to the period from 1994 to 2019. The author discusses several seminal contributions on the role of universities in regional economic development and then applies a systematic literature review to the extant research of 193 articles. This literature review offers a conceptual framework by identifying four key topics found in the literature: organizational capacity, intermediaries, knowledge dynamics, and policy.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 2130-2137
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

How ePortfolios Support Development in Early Teacher Education

2011 ◽  
pp. 474-485 ◽  
Author(s):  
Victor McNair ◽  
Kevin Marshall
Keyword(s):  
Teacher Education ◽  
Northern Ireland ◽  
Beginning Teachers ◽  
Student Teachers ◽  
Critical Reflection ◽  
Technology Policy ◽  
Initial Teacher Education ◽  
Qualified Teachers ◽  
One Year ◽  
Graduate Certificate

This chapter reports on a pilot study which examined how student teachers of a one-year Post Graduate Certificate in Education course in Northern Ireland developed reflective ePortfolios and then used them to embed ICT in their first (Induction) year as qualified teachers. Two central themes emerged. First, the process of constructing the ePortfolio developed confidence among the beginning teachers which supported them when faced with the challenges of starting teaching. Second, the ePortfolio was used to ease the transition from Initial Teacher Education to Induction, but where there is a lack of critical reflection, barriers to professional development can emerge. These issues are discussed within the context of technology policy, teacher training, and emerging technology in Northern Ireland.

‘Race’-Education Policy as Social Control?

1994 ◽  
Vol 42 (1) ◽  
pp. 26-61 ◽  
Author(s):  
Jonathan Gabe
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Social Control ◽  
Conceptual Framework ◽  
Race Relations ◽  
Initial Teacher Education ◽  
State Agencies ◽  
British State

This paper focuses on the instrumentalist Marxist model which has been used to explain the policies of the British state in the field of ‘race’-education. After discussing the model's core assumptions and its application in this field the paper explores the model's explanatory adequacy through a case study of the role of the quasi-state agencies of the ‘race’-relations industry in developing ‘race’-education policy in initial teacher education. It ends by considering whether a new conceptual framework is needed to understand ‘race’-education policy.

scholarly journals Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

2021 ◽  
Vol 7 ◽  
pp. 1-12
Author(s):  
Saif Al-Maamari ◽  
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Sultanate Of Oman ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Social Studies Teacher

Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.

scholarly journals Elkarrizketak irakasleen prestakuntzarako bitarteko: irakasle-bideratzaileen jarduna ezaugarritzen

Tantak ◽  
2019 ◽  
Vol 30 (2) ◽  
pp. 99-116
Author(s):  
Eneritz Garro ◽  
Nagore Ipiña ◽  
Arantza Ozaeta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Education Teacher ◽  
The Way

ABSTRACTThe aim of the present paper is to analyse and characterise the way in which teacher educators work with student teachers when conducting analyses of their own practice by means of selfconfrontation interviews. The corpus of this work consists of 10 self-confrontation interviews carried out by 5 teacher educators. The role of those teacher educators was analysed using the transcriptions of the interviews and 9 categories were identified. Two categories were found to be the most common: demanding specifications and creating controversy. Differences were also found as regards teacher educators’ profile. As a result, in-depth training for teacher educators has been considered as needed.KEYWORDS: initial teacher education, teacher educators, analysis of the activity, self-confrontation interviews.LABURPENALan honen helburua da aztertzea eta ezaugarritzea unibertsitateko irakasle-bideratzaileek zer nolako bidaidetza mota egiten duten etorkizuneko irakasleekin euren praktikaren analisia bideoaren aurreko autokonfrontazio elkarrizketak egiten ari direnean. 5 irakasle-bideratzailek egindako 10 autokonfrontazio elkarrizketak osatutako corpusean,. aztertu da irakasle-bideratzaile horien rola ikasleekin egindako autokonfrontazio elkarrizketen transkribapenetan eta euren jarduna 9 kategoriatan banatu da. Horietatik bi zehaztapenak eskatzea eta kontrobertsia sortzea, dira elkarrizketetan erabilienak. Irakasle-bideratzailearen profilaren arabera, ordea, ezberdintasunak sumatu dira jarduteko moduetan eta, ondorioz, prestakuntza eredua partekatua izan dadin irakasle-bideratzaileen prestakuntzan sakondu beharko litzateke. GAKO-HITZAK: irakasleen hasierako prestakuntza, irakasle-bideratzailea, jardueraren analisia, autokonfrontazio elkarrizketa.

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