'Future Teachers of the Past'- An Analysis of Initial Teacher Training Students and their Preparation to Teach Primary History

2012 ◽  
Vol 11 (1) ◽  
pp. 40-59
Author(s):  
Paul Checkley ◽  
Claire Checkley
Keyword(s):  
Teacher Training ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
The Past ◽  
Teacher Training Students

scholarly journals Recordar el pasado… insumo para reflexionar sobre cómo enseñar ciencias naturales / Beyond the Past... a Pause to Thought How to Teach Natural Sciences

2016 ◽  
Vol 3 (1) ◽  
pp. 73-80
Author(s):  
Maria Mercedes Jimenez Narvaez
Keyword(s):  
Teacher Training ◽  
Research Area ◽  
Learning To Teach ◽  
Natural Sciences ◽  
Main Aspect ◽  
Future Teachers ◽  
Teaching Methodologies ◽  
Initial Teacher Training ◽  
The Past ◽  
Futuros Maestros

ABSTRACTOn the research area of Sciences Teacher Training one main aspect of reflection is the question of how teachers learn to teach. From the study of Lortie (1975) until the current decade, it is reiterated that one of the main influences on learning to teach the own experience that students -future teachers- lived during its school days. Then, as part of a course of initial teacher training, it was implemented an activity called how I was taught and how I learned natural sciences? The written answers are socialized and analyzed with the group. This exercise has been adopted in each semester course Teaching of Science II (2013 - 2014), and results are currently being systematized by the author. The emerged categories are repeatedly related to: the curriculum (aims, contents and grades); the teaching methodologies (strategies and activities that they lived); the evaluation forms; their motivations and frustrations as students; and relationships with teachers in one way or another feel they marked their own experience. The challenge ... mobilize students' acting to plan their future as independent professionals, critics who regulate their own learning to teach.RESUMENEn la línea sobre formación de docentes de ciencias uno de los aspectos que genera inquietud, es la pregunta de cómo aprenden a enseñar los profesores. Desde el estudio de Lortie (1975), hasta la década actual, se reitera que una de las influencias en el aprender a enseñar esta dada por las experiencias que los estudiantes –futuros maestros– vivieron en su época escolar. Entonces, en el marco de un curso de formación inicial de profesores, se implementa al inicio del mismo, una actividad llamada ¿cómo me enseñaron y cómo aprendí ciencias naturales?, a través de la cual los estudiantes realizan escritos, que posteriormente son socializados y analizados en el grupo. Este ejercicio ha sido adoptado en cada semestre del curso de Didáctica de las Ciencias II (2013 – 2014), y sus resultados están siendo sistematizados actualmente por la profesora que lo orienta. Las categorías que emergen reiteradamente están relacionadas con el currículo (propósitos, contenidos y grados escolares); metodologías de enseñanza (estrategias y actividades que vivieron); formas de evaluación; sus motivaciones o frustraciones como estudiantes; y las relaciones con los profesores que de una u otra forma sienten que marcaron su propia experiencia. El reto… movilizar su actuar para proyectar su futuro como profesionales autónomos, críticos que regulan su propio aprender a enseñar. Contacto principal: [email protected]

scholarly journals Ambientes de aprendizagem, tecnologias digitais e formação inicial de professores

2018 ◽  
Vol 11 (4) ◽  
pp. 564
Author(s):  
Angélica Monteiro ◽  
Rita Barros
Keyword(s):  
Teacher Training ◽  
State Of The Art ◽  
Digital Technologies ◽  
Theoretical Models ◽  
Teaching Profession ◽  
Future Teachers ◽  
Initial Teacher Training ◽  
Technological Advances ◽  
Pedagogical Relation ◽  
Teachers Training

Technological advances require a flexible curriculum adapted to the new realities and challenges imposed to society and to education, in particular to current and future teachers. The initial teachers training constitutes an initial opportunity for socialization with the teaching profession and, in this sense, has to meet the profile of the student of the XXI century. However, there is a mismatch between the approach and contents of digital technologies and the needs for integrated, comprehensive and articulated training, as referred to in the ICT competency framework (UNESCO, 2011), and the curriculum for teacher training in media literacy and information literacy (Wilson et al., 2013). The aim of this exploratory article is to contribute to the state of the art about learning environments using digital technologies in the initial teacher training (methodological options, resources, theoretical reference, ...) based on a systematic literature review of 17 recent articles (2016-2017) from different countries. The main results point to a tendency to value the "testing" and application of theoretical models and the use of certain new or innovative digital technologies through observations, open questionnaires and pre-defined scales. At the same time, it was verified that the personal and professional development aspects of the future teachers, as well as the pedagogical relation, are not the research paper’s privileged focus. This work allows to conclude that the research follows the trend of the contexts of practice of initial teacher training, in which there is a disarticulation between theory and educational practices using digital technologies in a contextualized and meaningful way.

scholarly journals Analysis of Future Teachers’ Perceptions on the Evaluation of Learning: A Case Study of Chile

2021 ◽  
Vol 20 (2) ◽  
pp. 270-289
Author(s):  
José Hernández Sepúlveda ◽  
Rodrigo Panes Chavarría ◽  
Karla Rosalía Morales Mendoza
Keyword(s):  
Teacher Training ◽  
Practical Implementation ◽  
Evaluation Instrument ◽  
Future Teachers ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
Descriptive Research ◽  
Practical Evaluation ◽  
Perceptions Of Students ◽  
Evaluation Of Learning

Practising teachers and future Chilean teachers show weaknesses in developing learning evaluation processes efficiently. The polysemic concept of evaluation in Initial Teacher Training (FID, Spanish acronym for Initial Teacher Training) is one of the main difficulties for the students of pedagogy as well as their limited possibilities to implement practical evaluation processes. In this context, the present work analyses the perceptions of 189 students from different pedagogy careers (Chile) on the evaluation of learning. The current study is descriptive research with a quantitative approach in which a questionnaire was designed and used as research instrument to address the conceptual, functional and experiential dimensions of the evaluation. The results indicate that the perceptions of the evaluation of the students are up to date and according to specialised literature. Likewise, the results show that the training experiences are based on traditional perceptions, such as the control and value given to the evaluation instrument. However, there were statistically significant differences between the groups which were measured by the Kruskal-Wallis H test. The projection of the study leads us to suggest that for the training of future teachers, instances of reflective action in the evaluation should be considered, based on professional practices. The recognition of educational communities and their environments is necessary to give rise to an evaluative praxis that relates the perceptions of students to the practical implementation of the evaluation processes to have a favourable impact on the training of future teachers.

Changes in the Teacher Training and Qualification in Bulgaria

2019 ◽  
Vol 7 (3) ◽  
pp. 3-23
Author(s):  
Viara Gyurova
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
20Th Century ◽  
Future Development ◽  
Training System ◽  
Development System ◽  
The Past ◽  
Teacher Qualification

Since the beginning of the last decade of the past 20th century, Bulgaria has entered a new, complex stage of its development, with many reforms. Education and teacher training reforms are influenced by the global and European trends, as well as by the national changes (political, economical, social, and technological). The author analyses the main characteristics of the changed teacher training system and teacher qualification and development system. Some of the challenges and directions of the transformation and future development of the teacher education and qualification in Bulgaria are discussed.

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