scholarly journals O TRABALHO COLABORATIVO E O DESENVOLVIMENTO PROFISSIONAL DE UM GRUPO DE PROFESSORES DOS ANOS INICIAIS: olhar para resolução de problemas

2018 ◽  
Vol 24 (esp.) ◽  
pp. 192
Author(s):  
Sandra Alves De Oliveira ◽  
Carmen Lucia Brancaglion Passos
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Problem Solving ◽  
Teaching Practice ◽  
Collaborative Work ◽  
Early Years ◽  
Mathematical Education ◽  
Structured Interviews ◽  
Desarrollo Profesional ◽  
Video Material

 Este artigo é parte de uma pesquisa de natureza descritiva e interpretativa, que investigou desafios, dilemas, saberes e aprendizagens que emergem no processo de formação continuada de professores dos anos iniciais ao estudarem e utilizarem a metodologia da resolução de problemas nas aulas de matemática em um ambiente de formação na perspectiva de trabalho colaborativo. O objetivo deste texto é apresentar como os participantes foram modificando o olhar que tinham para a resolução de problemas e como incorporaram a resolução de problemas como estratégia metodológica para ensinar matemática nos anos iniciais. Dezesseis professores dos anos iniciais participaram da Atividade Curricular de Integração Ensino, Pesquisa e Extensão (ACIEPE): “A matemática nos anos iniciais: programa de formação contínua de professores dos anos iniciais da Secretaria Municipal de Educação de São Carlos”, durante o primeiro semestre de 2011, para estudar, discutir e refletir sobre suas práticas ao trabalhar com a metodologia da resolução de problemas em aulas de matemática dos anos iniciais. Os dados empíricos foram construídos através de questionário, entrevistas semiestruturadas, registro em áudio e vídeo, material escrito, diário de campo reflexivo produzido pelos professores participantes e pela pesquisadora, que atuou como formadora e acompanhou ações dos professores nas aulas de matemática em suas escolas. A análise dos dados indica que a abordagem do tipo trabalho colaborativo contribuiu para que os professores participantes ressignificassem saberes e concepções sobre resolução de problemas nas aulas de matemática e implementassem práticas mais significativas em suas aulas. Palavras-chave: Prática docente. Resolução de problemas. Formação matemática. Desenvolvimento profissional. Trabalho colaborativo.THE COLLABORATIVE WORK AND THE PROFESSIONAL DEVELOPMENT OF A GROUP OF TEACHERS OF THE INITIAL YEARS: look at resolvin solving Abstract: This article is part of a research of a descriptive and interpretative nature that investigated the challenges, dilemmas, knowledge and learning that emerge in the process of continuous teacher education of teachers of the early years when studying and using the methodology of problem solving in mathematics classes in a teacher education environment in the perspective of collaborative work. The purpose of this words is to present how the participants modified their gaze for problem solving and how they incorporated problem solving as a methodological strategy for teaching mathematics in the early years. Sixteen teachers from the initial years participated in the Curriculum Activity of Teaching, Research and Extension (ACIEPE): "Mathematics in the initial years: a continuous education teacher program for teachers of the initial years of the Municipal Secretary of Education of São Carlos", during the first semester of 2011, to study, discuss and reflect their practices to work with a methodology of problem solving in math classes of the early years. The empirical data were constructed through a questionnaire, semi-structured interviews, audio and video records, written material, reflective field diary produced by the participating teachers and the researcher, who acted as a teacher and monitored teachers actions in the math classes in their schools. The data analysis indicates that the collaborative work approach contributed to the participating teachers to re-characterize knowledge and problem solving concepts in math classes and to implement more meaningful practices in their classes.Keywords: Teaching practice. Problem solving. Mathematical education. Professional development. Collaborative work. EL TRABAJO COLABORADOR Y EL DESARROLLO PROFESIONAL DE UN EQUIPO DE PROFESORES DE LOS AÑOS INICIALES: la mirada para la resolución de problemas Resumen: Este artículo hace parte de una pesquisa de naturaleza descriptiva y interpretativa, que investigó desafios, dilemas, saberes y aprendizájenes que emergen en el proceso de formación continua de profesores de los años iniciales al estudiaren y utilizaren la metodología de la resolución de problemas en las clases de matemáticas en un ambiente de formación en la perspectiva de trabajo colaborador. El objetivo de este texto es presentar cómo los participantes fueron cambiando la mirada que tenían para la resolución de problemas y cómo incorporaron la resolución de problemas como estratégias metodologicas para la enseñanza de matemáticas los años iniciales. Dieciséis profesores de los años iniciales participaron de Actividad Curricular de Integración Ensenãnza, Pesquisa y Extensión (ACIEPE): “Las matemáticas los años inciales: programa de formación continua de profesores de los años iniciales de la Secretaria Municipal de Educación de São Carlos”, durante el primer semestre de 2011, para estudiar, discutir y reflexionar sobre sus prácticas al  trabajar con la metodología de la resolución de problemas en clases de matemáticas de los años iniciales. Los datos empíricos fueron construídos a través de cuestionario, entrevistas semiestructuradas, registro en audio y vídeo, material escrito, diario de campo reflexivo producido por los profesores participantes y por la pesquisadora, que actuó como instructora y acompañó las acciones de los profesores  en las clases de matemáticas en sus escuelas. El análisis de los datos indica que el abordaje  del tipo de trabajo colaborador contribuyó para que los profesores participantes replanteasen saberes y concepciones sobre la resolución de problemas en las clases de matemáticas y implementasen prácticas más significativas en sus clases.Palabras clave: Práctica docente. Resolución de problemas. Formación en matemáticas. Desarrollo profesional. Trabajo colaborador. 

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals Entre discursos e práticas de avaliação matemática nos primeiros anos de escolarização

Revemop ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Fernanda Celestino de Souza Meneguello ◽  
Klinger Teodoro Ciríaco
Keyword(s):  
Teaching Practice ◽  
Evaluation Process ◽  
Mathematical Education ◽  
Structured Interviews ◽  
Continuous Training ◽  
Evaluation Practice ◽  
Palabras Clave ◽  
Qualitative Descriptive ◽  
Written Test ◽  
Mathematical Evaluation

<p>Neste artigo, buscamos discutir práticas de avaliação matemática relatadas por duas professoras dos anos iniciais do Ensino Fundamental. Para este fim, recorremos a dados provenientes de um estudo realizado em 2016 em que objetivou-se compreender os discursos sobre avaliação matemática. A metodologia adotada se inscreve no campo qualitativo, de caráter descritivo-analítico, em que utilizam-se entrevistas semiestruturadas para recolher dados subjacentes à situação estudada. Da análise, evidenciou-se que ambas as docentes relatam ser importante ter um registro escrito para a prática avaliativa (prova escrita), contudo, em apenas um caso a professora descreve a utilização de outros materiais e métodos para o processo avaliativo dos alunos, como, por exemplo, seminários e/ou trabalhos em grupo. Em síntese, pode-se concluir que, com base nos dados reunidos neste artigo, a temática avaliação ainda é incipiente nos programas de formação inicial e continuada.</p><p><strong>Palavras-chave: </strong>Avaliação. Prática Docente. Educação Matemática.</p><p><strong><br /></strong></p><p><strong>Between speech and mathematical evaluation practice in the first years of schooling</strong></p><p>The article aims to discuss mathematical evaluation practices declared by two teachers from the earliest years of Elementary School. For this purpose, we used data from a study conducted in 2016, in which the objective was to understand the discourses on mathematical evaluation. The methodology adopted is qualitative descriptive-analytical in which we use semi-structured interviews to collect data related to the situation studied. From the analysis, it was evidenced that both teachers report being important to have a written record for the evaluative practice (written test), however, in only one case the teacher describes the use of other materials and methods for the students’ evaluation process, for example, seminars and/or group work. In summary, we can conclude that, based on the collected data, the thematic evaluation is still incipient in the programs of initial and continuous training.</p><p><strong>Keywords: </strong>Evaluation. Teaching Practice. Mathematical Education.</p><p><strong><br /></strong></p><p><strong>Entre discursos y prácticas de evaluación matemática en los primeros años de escolarización</strong></p><p><strong></strong>El artículo busca discutir prácticas de evaluación matemática declaradas por dos profesoras de los años iniciales de la Enseñanza Fundamental. Para este fin, recurrimos a datos provenientes de un estudio realizado en 2016 en que se objetivó comprender los discursos sobre evaluación matemática. La metodología adoptada se inscribe en el campo cualitativo de carácter descriptivo-analítico en el que utilizamos entrevistas semiestructuradas para recoger datos subyacentes a la situación estudiada. En el análisis, se evidenció que ambas docentes relatan que es importante tener un registro escrito para la práctica de evaluación (prueba escrita), sin embargo, en un solo caso la profesora describe la utilización de otros materiales y métodos para el proceso de evaluación de los alumnos, por ejemplo, seminarios y / o trabajos en grupo. En síntesis, podemos concluir que, con principio en los datos reunidos en este artículo, la temática evaluación sigue siendo incipiente en los programas de formación inicial y continuada.</p><p><strong>Palabras clave: </strong>Evaluación. Práctica Docente. Educación Matemática.</p>

scholarly journals Det produktive praksissjokket: Nyutdannede læreres fortellinger om lærer-elev-forholdet i overgangen fra lærerutdanning til lærerarbeid

2020 ◽  
Vol 14 (3) ◽  
Author(s):  
Irina Ivashenko Amdal ◽  
Ilmi Willbergh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Novice Teachers ◽  
Narrative Analysis ◽  
Education Programme ◽  
Teaching Profession ◽  
Structured Interviews ◽  
Teacher Education Programme ◽  
Considerable Impact ◽  
Transition Into Teaching

Overgangen fra lærerutdanning til lærerarbeid omtales i forskningen både som utfordrende og som en mulighet for profesjonell utvikling. Denne studien undersøker hvordan nyutdannede læreres overgang fra utdanning til arbeid kan forstås som en danningsprosess. Studien baserer seg på ti semistrukturerte intervjuer med fem deltakere (ett i siste semester på grunnskolelærerutdanningen og ett etter de første tre månedene i arbeid). Studien benytter narrativ og tematisk analyse, og bygger på et hermeneutisk danningsteoretisk perspektiv. Sett fra et slikt perspektiv er overgangen en prosess preget av utvikling og horisontutvidelse der forandringen finner sted etter at de nyutdannede har kommet ut i jobb. Vi finner at de nyutdannedes forståelseshorisont etter tre måneder i arbeid er preget av deres tidligere forståelser. Det å begynne å jobbe utløser en opplevelse av at de forventningene man hadde, ikke innfris. Videre finner vi at det at den nyutdannede går fra å være den som lærer, til å bli den som har ansvar for andres læring og danning, har stor betydning for oppfattelsen av lærer-elev-forholdet. Sett fra denne artikkelens perspektiv kan overgangen fra utdanning til arbeidsliv forstås som en potensielt smertefull danningsprosess som initierer de nyutdannedes profesjonelle utvikling. Nøkkelord: nye læreres utvikling, lærer-elev-forhold, danning, narrativ analyse, lærerutdanning   The productive transition into teaching: Novice teachers’ narratives of the teacher-pupil relationship Abstract The transition from teacher education to the teaching profession is challenging, but also an opportunity for professional development. The present study investigates novice teachers’ transition into teaching from the perspective of Bildung. Ten semi-structured interviews were conducted with five participants twice: the last semester in the teacher education programme, and after three months in practice. The interviews were analysed by using thematic and narrative analysis, as well as a hermeneutic and Bildung-centred perspective. Seen from this perspective, the transition is a process characterised by development and broadening of horizon of understanding, where the change occurs after starting work. We find that the novice teachers’ horizons after three months of work are influenced by their previous horizons. Also, we find that the shift from being a learner to becoming responsible for other people’s learning, has a considerable impact on the novice teachers’ understanding of the teacher-pupil relationship. This article argues that the transition from teacher education to working in schools, is a potentially painful process of Bildung that initiates professional development for novice teachers. Keywords: novice teachers’ development, teacher-pupil relationship, Bildung, narrative analysis, teacher education

An Investigation of the Influence of Video Types and External Facilitation on PE Inservice Teachers’ Reflections and Their Perceptions of Learning: Findings From the AMPED Cluster Controlled Trial

2020 ◽  
pp. 002248712096407
Author(s):  
Louisa R. Peralta ◽  
Andrew Bennie ◽  
Jennifer Gore ◽  
Chris Lonsdale
Keyword(s):  
Classroom Practice ◽  
Teaching Practice ◽  
Controlled Trial ◽  
Inservice Teachers ◽  
Structured Interviews ◽  
Teacher Capacity ◽  
Video Recordings ◽  
Teacher Professional ◽  
Video Material ◽  
Similar Depth

Teacher professional development (TPD) programs are increasingly using video recordings of teaching practice to develop teacher capacity and foster student learning. However, consensus has yet to be reached about how to utilize video recordings in TPD for physical education (PE) teachers. We used semi-structured interviews and evaluations of PE teachers’ written reflective statements to investigate how they reacted as they engaged with different video material and external facilitators during a TPD program. Teachers believed video-based reflection on their own teaching, rather than viewing others’ practice, was the most useful, even though both forms of analysis produced a similar depth of reflection. PE teachers also benefited from dialogue with external facilitators during the TPD program. These results highlight the importance of researchers, teachers, and facilitators delivering and participating in TPD collaboratively and focusing on strategies that may increase the depth of teacher reflection on their own practices, which is considered a first step toward changing classroom practice and improving student outcomes.

scholarly journals PROPOSIONAL COURSES OF TEACHER EDUCATION: ISSUES AND CHALLENGES

2012 ◽  
Vol 47 (1) ◽  
pp. 110-125
Author(s):  
Joana Paulin Romanowski ◽  
Pura Oliver Martins ◽  
Simone Manosso Cartaxo
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching Practice ◽  
Research Problem ◽  
The State ◽  
Academic Disciplines ◽  
First Year ◽  
Educational Legislation ◽  
Teacher Formation ◽  
The University

The research focuses on the reformulation of undergraduate courses in universities in the state of Parana, Brazil. The research problem arises in the context of reformulations in the courses of teacher formation, the undergraduate courses encouraged by the demands of current educational policies for these courses, with the following questions: What changes to current policies of teacher education were produced in the organization of undergraduate courses? The overall objective was to analyze the reformulations of the undergraduate courses in relation to established priorities and the implications to the professional development of teachers indicating the tensions caused in this process and to indicate alternatives that contribute to the improvement of basic teacher education. The methodology of the study considers the assumptions of the theory as practice of expression, performs the analysis of educational legislation, organization of curriculum matrices of undergraduate courses at universities in the State of Parana and includes interviews with coordinators and teachers from the course. Results show that the courses differ in the composition of the curriculum matrices in each of the institutions examined, as for example: the organization of the curriculum regarding the disciplines that are part of it; sorting the disciplines; the number of hours of each discipline; the design of the training process; the apprenticeship supervision processes. This means that the tensions and priorities generated at each university in the constitution of the identity of the undergraduate courses are disparate from the proceedings in which these courses are instituted because of the institutional clashes priorities. The performed reformulations extend the amount of teaching time for teaching practice, starting from the first year of the course, in the form of professional practice and in the final years the completion of supervised practice. However, the university remains far removed from the elementary school, the academic disciplines do not articulate these practices. It is noteworthy that the undergraduate courses in Brazil have been the subject of debates and proposals, since the 1.980s. Key words: teacher education, undergraduate courses, professional development.

scholarly journals Profissionalização docente: uma leitura piagetiana de sua construção

2019 ◽  
Vol 76 (184) ◽  
Author(s):  
Cilene Ribeiro Chakur
Keyword(s):  
Professional Development ◽  
Professional Identity ◽  
Teaching Practice ◽  
Theoretical Framework ◽  
Pedagogical Practice ◽  
Formation Continue ◽  
Desarrollo Profesional ◽  
Long Run

Apresenta reflexões acerca da formação continuada do professor, visando, a longo prazo, contribuir para a formulação de uma teoria do desenvolvimento profissional docente, fundamentada no construtivismo piagetiano. São revisados alguns conceitos e princípios desta corrente, particularmente os relacionados com o processo de tomada de consciência, e discutidos problemas trazidos por uma leitura piagetiana da prática docente. Propõe-se, ao final, uma hierarquia de níveis de construção da profissional idade docente, tendo como eixos a prática pedagógica, a conquista da autonomia e a identidade profissional do professor. Abstract This paper presents considerations about continue teachers formation aiming at in the long run, contributing to the proposition of a theory of the teacher's professional development based on the Piagetian constructivism. Some concepts and principles of this theoretical framework, especially those related to the awareness taking process, are reviewed, and the problems that are raised by a Piagetian reading of the teaching practice are discussed. It is finally proposed a hierarchy of the levels of the teacher's professionalism construction along the following axes: the pedagogical practice, the autonomy achievement, and the teacher's professional identity. Résumé Le travail présente des réflexions sur la formation continue de l'enseignant et prétend, à long terme, contribuer à la formulation d'une théorie du développement professionnel de l'enseignant, fondée sur le constructivisme piagetien. Certains concepts et principes de ce courant sont revisés, en particulier ceux qui sont reliés au processus de la prise de conscience. Certains problèmes dérivés de la lecture piagetienne de la pratique de l'enseignant sont aussi discutés. Finalement, est proposée une hiérarchie de niveaux de construction du professionalisme de l'enseignant ayant comme axes la pratique pédagogique, la conquête de l'autonomie et l'identité professionnelle de l'enseignant. Resumen El trabajo plantea reflexiones sobre la formación continuada del profesor, visando, a largo plazo, contribuir hacia una teoría del desarrollo profesional docente basada en el constructivismo piagetiano. Se revisan algunos conceptos y principios de esa corriente, en particular aquellos relacionados al proceso de toma de conciencia, y se discuten problemas traedos por una lectura piagetiana de la práctica docente. Por fin, se propone una jerarquía de niveles de construcción de la profesionalidad docente, teniendo como ejes la práctica pedagógica, la conquista de la autonomia y la identidad profesional del profesor.

scholarly journals English as a Foreign Language High School Teachers’ Expectations of Continuing Professional Development Activities

2021 ◽  
Vol 1 (1) ◽  
pp. 25-35
Author(s):  
Trinh Quoc ◽  
Le Thanh
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Pedagogical Knowledge ◽  
Teacher Competence ◽  
Willingness To Participate ◽  
Structured Interviews ◽  
Efl Teachers

<p style="text-align: justify;">This paper investigated (1) English as a Foreign Language (EFL) teachers’ expectations of Continuing Professional Development (CPD) activities in a Vietnamese context, and (2) factors related to teacher demographics affecting their expectations of CPD activities. The study followed a mixed-methods approach, using a questionnaire to collect quantitative data from 224 Vietnamese EFL teachers, and individual semi-structured interviews to collect qualitative data from six teachers. The results revealed that among five domains in light of the Vietnamese English Teacher Competence Framework, including subject knowledge, pedagogical knowledge, learner knowledge, professional attitudes and values, and knowledge of teaching practice and context, the participants desired to learn about pedagogical knowledge the most (M=4.14). The study also indicated that factors related to age, teaching experience, and field of study at undergraduate level differentiated the teachers’ expectations of CPD activities. Basically, the younger and less experienced teachers desired to participate in the CPD activities more than their counterparts. Moreover, the teachers with degree in teaching EFL expressed their eagerness and willingness to participate in the CPD events more than those holding a degree in English Linguistics and Literature. This paper also suggested recommendations for further studies in the field of CPD.</p>

scholarly journals Praksisveiledning og lærerstudenters profesjonelle utvikling. Om utviklende kunnskapsprosesser i lærerutdanningens praksisveiledning

2019 ◽  
Vol 13 (1) ◽  
pp. 12
Author(s):  
Edel Karin Kvam
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Education Research ◽  
Teaching Practice ◽  
Educational Activity ◽  
Knowledge Processes ◽  
Mentoring Practices ◽  
Teacher Professional ◽  
International Teacher ◽  
Teacher Education Research

I denne artikkelen argumenterer jeg for at praksisveiledning kan bidra til lærerstudenters profesjonelle utvikling, men også at dette bare er en mulighet som må gripes for å realiseres. Norsk og internasjonal lærerutdanningsforskning viser et mangfold av veiledningspraksiser i studentenes praksisperioder. Likevel er det noen felles kjennetegn ved veiledningen studentene tilbys. Forskning viser at praksisveiledning er knyttet til utførelse av spesifikke handlinger, og at veiledere i mindre grad inviterer til drøfting av studentenes intensjoner og mål for den pedagogiske virksomheten. Veiledere gir råd og fremstår som eksperter på undervisningssituasjoner, fremfor å søke dypere refleksjon. På grunnlag av veilednings- og profesjonsteori, sett i relasjon til tidligere lærerutdanningsforskning, argumenterer jeg for at praksisveiledning kan tjene på økt bevissthet om samtalekvaliteter. Artikkelen viser hvordan fenomener som å be om begrunnelser for handling, yte motstand på begrunnelser og å etablere reelt samarbeid mellom studenter og veiledere om hvordan praksis kan forstås, er forutsetninger for at profesjonsutviklende kunnskapsprosesser kan finne sted.Nøkkelord: lærerutdanning, praksisveiledning, profesjonell utvikling, kunnskapsprosesserPlacement mentoring and student teacher’ professional developmentAbstractIn this article I argue that mentoring can contribute to teaching students’ professional development, but also that this is just an opportunity that must be grasped in order to be realised. Norwegian and international teacher education research shows a diversity of placement mentoring practices during students’ placement periods. Nevertheless, there are some characteristics common across all mentoring offered to students. Research shows that mentoring is being connected to the completion of specific actions, and that mentors to a lesser extent invite to discuss the students’ intentions and aims for the educational activity. Mentors generally offers advice and acts as experts in teaching situations rather than promoting deeper reflection. Based on theories of mentoring and professions, in relations to previous teacher education research, I argue that placement mentoring may benefit from increased awareness of conversation qualities. The article demonstrates how phenomena such as asking for justifications for actions, providing opposition to justifications and establishing real cooperation between students and mentors on how teaching practice can be understood are all prerequisites for professional development knowledge processes being able to take place.Keywords: Teacher education, placement mentoring, professional development, knowledge processes

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 UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 621
Author(s):  
Utami Widiati ◽  
Nunung Suryati ◽  
Nur Hayati
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Novice Teachers ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Assessment Procedure ◽  
Structured Interviews ◽  
Education Experience ◽  
Years Of Teaching Experience

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

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