scholarly journals Training Teachers’ Perspectives of the Effectiveness of the “Academy-Class” Training Model on Trainees’ Professional Development

2019 ◽  
Vol 9 (2) ◽  
pp. 137
Author(s):  
Nabil Assadi ◽  
Tareq Murad ◽  
Mahmood Khalil
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Research Question ◽  
Training Model ◽  
Before And After ◽  
Arab Sector ◽  
Teachers Perspectives

This study attempts to examine the effect of the new “Academy-Class” teacher training model on trainees’ professional development according to the training teachers’ perspectives. The participants were 60 training teachers who trained student teachers from the Arab sector from different departments (English, mathematics, science, and Arabic) who were in their third year of studies in the College of Sakhnin for Teacher Education in northern Israel. The training teachers who were chosen to participate in the “Academy-Class” program were from different teaching training schools. The research question was: What is the effect of the new “Academy-Class” model on the trainees’ professional development from the training teachers’ perspectives? In order to answer the research question, the researchers developed research tools involving a questionnaire and interviews to achieve the study purpose. A group of teacher education experts from the College validated these tools. The researchers also   measured reliability of the tools after testing them on a pilot group. The participants filled out the questionnaire and were interviewed before and after participating in the program. The study findings show an improvement in the attitudes of training teachers from the beginning of the program to its end in all aspects: reflective mentoring; approaches in teaching and learning; and the integration of preservice teachers into the education system and co-teaching.

Reflective Learning and the Growth of Intellect and Identity

2017 ◽  
pp. 26-43
Author(s):  
Jamiah Baba ◽  
Nabilah Abdullah
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Professional Identity ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Research Process ◽  
Personal Experiences ◽  
Teacher Personality

Reflection in learning is crucial as it provides learners with the chance to think about what they do, clarify what they understand by their actions, and adapt ways of working towards achieving goals. The continuous doing and posing inquiries about personal experiences is key to learners' intellectual growth and understanding of professional identity. This chapter outlines how content and professional knowledge of student-teachers in a Malaysian university progress through engagement in research process, and how involvement in research shapes their teacher personality and qualities as they become more critical and open-minded during the learning process. The study shows that reflection can promote self-regulation of learning habits that enhance growth of intellect and professional identity. The findings have implications on the provision of teacher education in higher education. It is imperative that teaching and learning activities help learners to recognise, understand, appreciate and reflect on their personal, social and professional development.

scholarly journals The Effect of the Teachers' Training Model "Academy- Class" on the Teacher Students' Professional Development from Students' Perspectives

2017 ◽  
Vol 8 (2) ◽  
pp. 214 ◽  
Author(s):  
Nabil Assadi ◽  
Tareq Murad
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Training Model ◽  
Correct Choice ◽  
Point Of View ◽  
Validity And Reliability ◽  
School Students ◽  
Teacher Students ◽  
Teachers Training

this study attempts to examine the effect of a new model in teacher education or training, Academy-Class, on teacher students' professional development according to their point of view. The research examines the influence of the new training model on the pre-service teachers' relations with their, training teachers, pedagogical instructors and the students of the school. The participants of the study were 32 third year students who study at Sakhnin College and do their training at nearby schools `for three days. The instrument of the study was a questionnaire and an interview. The validity and reliability of the study instrument was obtained. The findings of the study were: 1. The student teachers' level of knowledge, skills and qualifications of teaching and learning is higher after the program than before. 2. The teacher students experienced the training more effectively and efficiently after the program. 3. The student teachers are more convinced that they made more professional and correct choice of career after the program than before 4. The student teachers' attitude towards the pedagogical instructor, the training teacher, the school students and the contribution of the training by the program towards strengthening the relationship with the school and its students was higher after the program than before.

scholarly journals Teacher Education during the COVID-19 Lockdown: Insights from a Formative Intervention Approach Involving Online Feedback

2021 ◽  
Vol 11 (8) ◽  
pp. 400
Author(s):  
Íris Susana Pires Pereira ◽  
Eva Lopes Fernandes ◽  
Maria Assunção Flores
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teachers ◽  
Meaning Making ◽  
Teacher Educator ◽  
Online Questionnaire ◽  
Face To Face ◽  
Intervention Approach ◽  
Teachers Perspectives ◽  
Formative Intervention

This paper examines preservice teachers’ perspectives on assessment feedback developed in a teacher education course during the first lockdown due to the COVID-19 pandemic. As initially negotiated with students, feedback was learner-centred and involved a formative intervention approach applied iteratively by the teacher educator over the course of one semester. Although such feedback was initially face-to-face, it had to be given exclusively online following the unexpected closure of the university. Analysis of student teachers’ perspectives, which were collected through an online questionnaire completed after their final assessment, reveals both positive and critical aspects regarding the feedback provided by the teacher educator. While reaffirming the significance of feedback as a crucial element for learning in online teacher education contexts, the findings also show that the clarity, affective bonding and multimodal meaning-making involved in face-to-face interaction are particularly challenging when the communication of feedback is digitally mediated. The implications and limitations of such findings are discussed.

Student Teachers’ Learning and Professional Development in Second Language Teacher Education

2017 ◽  
Vol 7 (1) ◽  
pp. 13 ◽  
Author(s):  
Kamile Hamiloğlu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Second Language ◽  
Student Teachers ◽  
Student Teacher ◽  
Research Literature ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Second Language Teacher

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professional development with reference to both coursework and practicum contexts.Keywords: student teacher learning, second language teacher education (SLTE), professional development

scholarly journals Student teachers’ perceptions of democracy in the mathematics classroom: Freedom, equality and dialogue

Pythagoras ◽  
2012 ◽  
Vol 33 (2) ◽  
Author(s):  
Wajeeh Daher
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Mathematics Teacher Education ◽  
Comparison Method ◽  
Teachers Perceptions ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Two Stages

This article studies student teachers’ perceptions of the pedagogic and didactic aspects of teaching and learning mathematics in a democratic classroom. It is concerned primarily with issues of democracy in the mathematics classroom, specifically freedom, equality and dialogue. The research was conducted in two mathematics teacher education classes, where students were in their third year of study to major in mathematics. To find these students’ perceptions of democracy in the mathematics classroom the first two stages of the constant comparison method were followed to arrive at categories of democratic and undemocratic acts. The participants in the research emphasised that instructors should refrain from giving some students more time or opportunities to express themselves or act in the mathematics classroom than other students, because this would make them feel unequal and possibly make them unwilling to participate further in the mathematics classroom. The participants also emphasised that instructors should not exert their power to stop the flow of students’ actions in the mathematics classroom, because this would trouble them and make them lose control of their actions. Further, the participants mentioned that instructors would do better to connect to students’ ways of doing mathematics, especially of defining mathematical terms, so that students appreciate the correct ways of doing mathematics and defining its terms.

scholarly journals Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

2017 ◽  
Vol 9 (3) ◽  
pp. 149 ◽  
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Academic Research ◽  
Student Diversity ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Trainees ◽  
Teacher Professional ◽  
Education In Ghana

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

Juggling Our Mindsets: Learning from Success as a Complementary Instructional Framework in Teacher Education

2014 ◽  
Vol 116 (2) ◽  
pp. 1-48 ◽  
Author(s):  
Chen Schechter ◽  
Tova Michalsky
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Repeated Measures ◽  
Practical Wisdom ◽  
Pedagogical Content ◽  
Instructional Framework ◽  
Preparatory Programs

Background Collective learning in teacher education has primarily focused on learning from problematic practices/approaches, depriving preservice teachers of learning opportunities embedded in professional successes. Purpose The goal of the present study was to explore the value of systematic learning from success as a complementary reflective framework during the practicum phase in teacher preparatory programs. Research Design We developed four distinct reflective methods to examine the effect of integrating systematic learning from problematic as well as successful experiences in preparatory programs on physics student teachers’ pedagogical content knowledge and sense of teaching efficacy. Data Collection and Analysis Participants were 124 second-year preservice physics teachers at four major research universities. One-way within-subjects analyses of variance (ANOVA) with repeated measures were conducted, with post-test performance as the dependent variable and with treatment (four reflective groups) as the independent variable. Findings Results indicated greater performance improvement on pedagogical content knowledge measures and on sense of self-efficacy measures when contemplating both problematic and successful experiences than when focusing solely on problematic experiences. Recommendations The current study may reinterpret the instructional framework of teacher education programs to include learning from successes too as a means of nurturing the practical wisdom necessary for teaching in dynamic school contexts.

Peer Assessment for Development of Preservice Teachers

2011 ◽  
pp. 263-280
Author(s):  
Lorraine Gilpin ◽  
Yasar Bodur ◽  
Kathleen Crawford
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Classroom Teaching ◽  
Teacher Education Programs ◽  
Peer Observation ◽  
Education Programs ◽  
Scholarship Of Teaching ◽  
The Impact

Peer assessment holds tremendous potential to positively impact the development of preservice teachers. The purpose of this chapter is to describe our findings on the impact of different forms of peer observation and feedback on preservice teachers’ skills in analyzing classroom teaching and their perceptions of their experience with peer assessment. In addition to reporting our findings, we draw from the Scholarship of Teaching and Learning literature to present peer assessment as a medium to overcome structured isolation that is present in the practice of teaching. According to our study, peer observation and feedback is beneficial to preservice teachers’ learning. However, to maximize its effectiveness, a culture of peer assessment should be established in teacher education programs.

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