scholarly journals REFLECTIVE PRACTICES OF TEACHER EDUCATORS IN PUNJAB: A NARRATIVE PERSPECTIVE

2021 ◽  
Vol 9 (3) ◽  
pp. 1038-1047
Author(s):  
Tanzeela Akram ◽  
Azhar Majeed Qureshi
Keyword(s):  
Teacher Educators ◽  
Teacher Educator ◽  
Reflective Practices ◽  
Effective Teacher ◽  
Professional Lives ◽  
Experienced Teacher ◽  
Structured Interviews ◽  
Narrative Perspective ◽  
Effective Role ◽  
Effective Use

Purpose of the study: Reflective practices are considered very important and influential for teacher training and professional development. This study was conducted by using a narrative perspective. The main aim of this study was to explore the role of reflective practices in building teacher educators’ professional lives. Their stories were explored to understand what is needed to become an effective teacher educator. Methodology: The current research involved six teacher educators from GCETs selected purposively as research participants. Semi-structured interviews were used as data collection instruments. Teacher educators who have a minimum of ten years of experience were interviewed. After gathering stories, the researchers build categories and themes from interview data. The narratives of teacher educators were reconstructed through analysis and discussion. Main Findings: The findings of the current research reveal that reflective practices can play a very effective role in the professional grooming of teacher educators. The effective use of reflective practice tools is significant in building these practices. It is implicated by the study findings that novice teacher educators and future teacher educators can learn from the experiences of experienced teacher educators. Novelty: This research will help the administration to know about problems that teacher educators face while using reflective practices. Future researchers can be helped to explore the ways that how the reflective practices-related challenges and problems can tackle. Moreover, how the reflective practices of school teachers and college teachers can be made more effective.

scholarly journals Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education

2018 ◽  
Vol 7 (3) ◽  
pp. 248-260 ◽  
Author(s):  
Rachel M. Lofthouse
Keyword(s):  
Teacher Education ◽  
Professional Learning ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Deep Understanding ◽  
Practical Experience ◽  
Initial Teacher Education ◽  
Experienced Teacher ◽  
Content Type ◽  
School Based

Purpose Teacher education in many countries is under reform with growing differences in its form and function. This is indicative of the ongoing negotiations around the place of theory, research and practice in teachers’ professional learning. However, the demand for mentoring of trainee teachers during often extended and multiple school-based placements is a relative constant. Indeed, with the trend towards greater school-based professional experience mentoring practices become ever more critical. The paper aims to discuss this issue. Design/methodology/approach This is a conceptual paper written from the perspective of an experienced teacher educator in England, drawing on both practical experience and a body of associated research. It can be conceptualised as related to cases of practice, linked to episodes of practitioner research grounded in the ethics of the improvability of practice, the desire to meet the needs of the professional communities and a deep understanding of the demands and cultures of their workplaces. Findings Mentoring can be re-imagined as a dynamic hub within a practice development-led model for individual professional learning and institutional growth. Acting on this conceptualisation would allow mentors, trainees and other supporting teacher educators to contribute to the transformation of professional learning practices and educational contexts. Originality/value This paper goes beyond offering merely helpful guidance to participants and stakeholders in mentoring, or stipulating standards to be achieved, to considering what might be described as a hopeful or transformational stance in relation to mentoring. Teacher educators can continue to bring value to the transformation of teacher education through a focus on mentoring as an educative process.

scholarly journals Teacher educators’ perceptions of their profession in relation to the digitalization of society

2020 ◽  
Vol 1 (1) ◽  
pp. 87-110
Author(s):  
Anna Roumbanis Viberg ◽  
Karin Karin Forslund Frykedal ◽  
Sylvana Sofkova Hashemi
Keyword(s):  
Digital Technology ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Individual Group ◽  
Exploratory Approach ◽  
Personal Experiences ◽  
Professional Self ◽  
The Individual

This study takes an exploratory approach to investigating Swedish teacher educators’ perceptions regarding their profession in relation to the digitalization of society and education, including higher education. Eighteen semi-structured interviews were analyzed using thematic analysis. Findings show that the teacher educators perceive digitalization on a scale that ranges from simply using tools to being part of a technology-initiated revolution of educational institutions and society. From this range of digital developments emanate individual, group, and organizational requirements/demands, needs, and consequences for being, that is, personal experiences of how digitalization affects the work, and acting, that is, doing something in response to the demands of using and teaching with digital technology. The teacher educator is situated primarily in being with the requirements for working professionally and acting as a teacher, which creates tensions and challenges for the individual and the professional self.  

scholarly journals Teacher educators’ understanding of integrating lesson study into pre-service teacher education

2021 ◽  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Reform ◽  
Lesson Study ◽  
Teacher Educators ◽  
Two Dimensions ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Abstract In Myanmar, according to the National Education Strategic Plan (NESP) 2016–2021, the four-year Education College curriculum has been developed and implemented, in line with the pre-service teacher education reform. In the new curriculum, the Lesson Study (LS) model is integrated into the practicum. LS is an effective teacher professional development practice that originated in Japan and is becoming popular all over the world today, suited to both pre-service and in-service teacher education. The LS concept has been introduced to the Myanmar context since 2011 through international training projects and there are two LS research projects which focus on the impacts of the training. However, there is no follow-up research which explores teacher educators’ understanding of LS and their LS practices after the training projects and there is no research related to the integration of LS into pre-service teacher education. This study explores the LS experiences and perspectives of teacher educators who have to take the responsibility of integrating LS into pre-service teacher education with the aim of assessing their readiness for that. Eight teacher educators from six Education Colleges in Myanmar participated in this qualitative research project. Semi-structured interviews were conducted for data collection. The results reveal that teacher educators are already familiar with the term “LS” through the former LS projects. Moreover, the findings show two dimensions of teacher educators’ lesson study experiences; namely, lesson study experiences as a tool of professional development and as a tool of teacher training. They have positive perceptions about the integration of LS into the practicum but it is still challenging for them.

scholarly journals Teacher educators’ perceptions and challenges of using critical pedagogy: A case study of higher teacher education in Tanzania

2021 ◽  
Vol 18 (4) ◽  
pp. 112-129
Author(s):  
Patrick Kavenuke ◽  
◽  
Abdulghani Muthanna ◽  
Keyword(s):  
Teacher Education ◽  
Critical Pedagogy ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Teaching Style ◽  
Structured Interviews ◽  
Teaching Resources ◽  
Effective Use

This study investigates teacher educators’ perceptions of and challenges affecting the use of critical pedagogy in higher teacher education in Tanzania. The study employed a qualitative case study design and collected in-depth data through semi-structured interviews and direct classroom observations. The findings showed that critical pedagogy is a significant approach for developing students’ abilities to do critical reflection. However, critical pedagogy demands building a friendly relationship with students and encouraging dialogic interactions; all these lead to critical reflection in return, ensuring better understanding of the subject content. Most importantly, the findings report several challenges related to the presence of crowded classes, the use of lecturing teaching style and the use of English as a language of instruction, the use of unsuitable assessment format that is university guided and lack of teaching resources. These challenges impede the effective use of critical pedagogy in teaching. To overcome such challenges, policy makers and institutional leaders need to rethink of providing teaching resources and encouraging the use of critical pedagogy in teaching and learning at higher teacher education programmes. The study concludes that by practising what teacher educators perceive to be critical pedagogy, classrooms will be transformed into places of liberation. Further, while this qualitative study does not intend to make any generalisation, the findings might be of interest to international teacher educators who are interested in employing the critical pedagogy approach effectively.

scholarly journals Teaching Action Research through Action Research at Higher Education in Pakistan: Experiences from the Field

sjesr ◽  
2021 ◽  
Vol 4 (2) ◽  
pp. 31-39
Author(s):  
Haji Karim Khan ◽  
Farah Deeba ◽  
Zunaira Fatima Syeda
Keyword(s):  
Action Research ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Action Research Project ◽  
Reflective Journals ◽  
Effective Strategies ◽  
Northern Areas ◽  
Field Notes

In this paper, I[1], as a teacher educator and researcher, present the findings of my action research with two teachers in facilitating them carrying out their action research projects in classrooms in the Northern Areas of Pakistan. The data for the study came from reflective journals, semi-structured interviews, field notes, lesson observations, and reports. The findings of the study show that action research is one of the most effective strategies for the professional development of teacher educators and teachers yet it is a challenging process. Field reality and dynamics make an action research project challenging yet responsive to the needs. A three stage-model surfaced from the project in the context of planning and executing action research in schools. The paper concludes with certain implications and questions for policymakers, schools, and teacher educators to use action research as a strategy in pre-and in-service teacher education programs in Pakistan or elsewhere in a similar context.

scholarly journals Exploring Tensions in the Lives of Professors of Teacher Education: A Canadian Context

2011 ◽  
Vol 3 (1) ◽  
Author(s):  
Sal J Badali
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Professional Lives ◽  
Research Writing ◽  
Structured Interviews ◽  
Professional Experiences ◽  
Canadian Context ◽  
Institutional Contexts ◽  
K 12 ◽  
Faculties Of Education

This article explores the major satisfactions and frustrations of professors of teacher education from faculties of education in Western Canadian universities. Data were collected in semi-structured interviews with 31 professors of various ranks. The purpose of the study weas to explore the manner in which these teacher educators frame their professional experiences and construct their roles within complex institutional contexts. The findings indicate that although professors view their work as highly positive, there are significant observable tensions in the professional lives. Two major themes characterizing the work of professors discussed: 1) satisfactions (working with students; delight in teaching; and fulfillment in research writing and scholarship), and 2) frustration (workload and time press issues; research and scholarship). Overall, results indicate a number of issues: many of the same things that gave them satisfaction as K-12 teachers give them satisfaction as professors; workloads and expectations are increasing; and professors acknowledge the centrality of scholarship as it relates to teaching.

Blogging for Effective Teacher Education Course in English as a Second Language

2010 ◽  
pp. 41-55 ◽  
Author(s):  
Francis Bangou ◽  
Douglas Fleming
Keyword(s):  
Teacher Education ◽  
Second Language ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Effective Teacher ◽  
Structured Interviews ◽  
Course Content ◽  
Democratic Spaces ◽  
Technological Integration

Two years ago, as teacher educators, the authors decided to integrate the use of blogs into their practice in order to contribute to the development of an understanding of the knowledge base related to the processes of teaching and learning English as a Second Language (ESL) and provide their teacher candidates with a space to critically reflect collectively and individually on course content. In this chapter, the authors use discourse analysis (Johnston, 2008) of semi-structured interviews conducted with these teacher candidates to explore how they use and perceive blogs within a course specifically focused on ESL teaching methods. This allows the authors to problematize the notion of technological integration in teaching and learning and complexify the notion of blogs as democratic spaces (Kuzu, 2007). On the basis of this analysis, the authors formulate four recommendations to guide teacher educators who are working in similar contexts.

The Cycle of Enactment and Investigation

2021 ◽  
Vol 4 (1) ◽  
pp. 30-48
Author(s):  
Limin Jao ◽  
Gurpreet Sahmbi ◽  
Maria-Josée Bran Lopez
Keyword(s):  
Professional Development ◽  
Teacher Educators ◽  
Novice Teacher ◽  
Teacher Educator ◽  
Experienced Teacher ◽  
Before And After

Novice teacher educators (NTEs) occupy a complex role of teaching pre-service teachers and typically do not have formalized supports or professional development. This study used the Cycle of Enactment and Investigation (CEI) as framework for NTE professional development. NTEs engaged in a modified CEI that emphasized repeated individual and collective analyses before and after enactments. Findings suggest that this framework allowed the NTEs to engage in the work of a teacher educator with the support of each other and a more experienced teacher educator. This study highlights the need for further research on ways of supporting NTEs.

scholarly journals Emotional labor a significant predictor of burnout: a study of Teacher Educators

2021 ◽  
Author(s):  
Ravi Kant
Keyword(s):  
Significant Role ◽  
Learning Process ◽  
Emotional Labor ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Daily Basis ◽  
Teaching Profession ◽  
Emotional Behavior ◽  
Experienced Teacher ◽  
Teaching Learning

<p>Emotional behavior of teacher in classroom plays a significant role in teaching learning process of the students. Teaching profession is a profession which demands much more emotional delivery before the learner. On daily basis teachers interacts with students and they exchange their emotions with each other that is the most significant determinant of teaching learning process. Equilibrium between teacher‘s emotional and physical state is important because it has a wide impact of students. Therefore, this study is specially focused on emotional labor and burnout among teacher educator of Gaya District and also explore whether what type of relationship is there between emotional labor and burnout. With the help of data obtained from 200 teacher educators this study revealed that Male teacher educators were significantly differ on emotional labor in comparison to their female counterpart. Locality does not have anything to play on emotional labor of teacher educators but experience had a significant role in emotional labor. More experienced teacher educators were found significant on emotional labor in comparison of less experienced. In case of Burnout, gender and experience does not play any role of teacher educators but they were significantly differing on the basis of locality. ANOVA and regression analysis revealed that emotional labor is significantly contributing on burnout.</p>

scholarly journals Advancing Teacher Education through Faculty Development

2009 ◽  
Vol 19 (1) ◽  
Author(s):  
Julian Kitchen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Faculty Development ◽  
Education Reform ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Teacher ◽  
Teacher Education Reform ◽  
The North ◽  
Body Of Knowledge

In light of a growing body of knowledge on effective teacher education practices and programs, more attention needs to be given to faculty development as a means of reforming teacher education. After identifying key themes in the North American teacher education reform literature since the 1980’s, the author identifies some of the challenges to the professionalization of both clinical faculty and professors of education. The paper concludes with the identification of four possible components of a pan-Canadian program of professional development for teacher educators: initial teacher educator preparation; ongoing professional development; practitioner research by teacher educators; and disseminating teacher education research and reforms.

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