scholarly journals The Role of EFL/ESL Teacher Preparation Programs in Raising the Awareness of Pre-Service Teachers of Intercultural Communicative Competence Model: A Comparative Study between Saudi Arabia and Singapore

2021 ◽  
Vol 9 (2) ◽  
pp. 230-255
Author(s):  
Asmaa Shaei Alshuaifan
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Comparative Study ◽  
Communicative Competence ◽  
Teacher Preparation Programs ◽  
Competence Model ◽  
Intercultural Communicative Competence ◽  
Preparation Programs

Transforming Preservice Mathematics Teacher Knowledge for and with the Enacted Curriculum

2016 ◽  
pp. 215-240 ◽  
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

scholarly journals Challenges and constraints encountered by Saudi pre-service science teachers: a critical perspective

2015 ◽  
Vol 12 (1) ◽  
pp. 26-45
Author(s):  
Amani K. Hamdan
Keyword(s):  
Saudi Arabia ◽  
Teacher Preparation ◽  
Science Teachers ◽  
Service Science ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Professional Experiences ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
K 12

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

Transforming Preservice Mathematics Teacher Knowledge for and With the Enacted Curriculum

2018 ◽  
pp. 1647-1672
Author(s):  
Alden J. Edson ◽  
Amanda Thomas
Keyword(s):  
Teacher Preparation ◽  
Teacher Knowledge ◽  
Mathematics Teacher ◽  
Critical Role ◽  
Instructional Materials ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pedagogical Content ◽  
Enacted Curriculum

In a curriculum system, instructional materials and their enactment impacts students learning of school mathematics. In this chapter, the authors re-examine enacted curriculum in light of research on Digital Instructional Materials (DIMs) and the critical role of the mathematics teacher. This chapter documents research from two different studies suggesting that, while effectively leveraging digital materials may require teachers to think outside of their traditional views of how mathematics content is learned and communicated, doing so requires more than the resources themselves. In order to seize upon the potential for DIMs to support student learning in mathematics, teacher preparation must offer opportunities for teachers to develop and transform their technological pedagogical content knowledge (TPACK) knowledge for and with DIMs. To this end, the authors propose specific recommendations for teacher preparation programs in the digital age.

Teacher Preparation Programs and Learner-Centered, Technology-Integrated Instruction

2017 ◽  
pp. 85-103
Author(s):  
Judi Simmons Estes
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Teacher Preparation Programs ◽  
First Year ◽  
Lesson Design ◽  
Integrated Instruction ◽  
Preparation Programs ◽  
Learner Centered ◽  
Effective Technology

Integrating technology with instruction using a learner-centered pedagogy, enhances student engagement with learning. Effective technology-integrated instruction involves providing high-quality lesson design, with opportunities for inquiry-based learning, while building a community of learners within a technology-rich classroom (e-MINTS, 2016). For first-year teachers to enter a PK-12 classroom with the knowledge, skills, experiences, and resulting self-efficacy to implement technology-integrated instruction, they must have experienced modeling from teacher preparation faculty and a course of study with relevant experiences (Zhao, 2007). This chapter examines four components of effective technology-integrated, learner-centered instruction as well as the influential role of teacher preparation programs in providing a model and experiences for teacher candidates.

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

2019 ◽  
pp. 134-153
Author(s):  
Tina Lane Heafner
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Performance Outcomes ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Teaching Preparation

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

Sign in / Sign up

Export Citation Format

Share Document