scholarly journals EVALUATION BY TEACHERS COMMENTS TURKISH LITERATURE 9-10-11-12. THE SCHOOL TEXTBOOK

2016 ◽  
pp. 24
Author(s):  
Serdal Işıktaş
Keyword(s):  
Qualitative Research ◽  
Teacher Education Programs ◽  
Research Model ◽  
Education Programs ◽  
Descriptive Research ◽  
Teacher Opinion ◽  
Text Selection ◽  
Turkish Literature ◽  
Program Approach ◽  
Type Of School

    This study reaches located in Cyprus and Turkish Literature teacher of 54 people, Opinions on the compatibility of Turkish Literature Textbook program was discussed. The main purpose of the study; Turkish Literature teacher is evaluated according to the opinions of the textbooks conform to the curriculum. Therefore, research in qualitative research involving 54 Turkish literature that has been studied in descriptive research model purchased from the teacher. Opinion on the specific dimensions according to the scale of the research are outlined. This sub dimensions, course objectives, comprehensiveness are features such as text selection program approach. Their views on the gender scale of teachers who participated in the study were analyzed according to seniority and type of school. Data analysis, t-test and ANOVA were used in the study. Therefore; According to the findings obtained from research They are not find literature teacher education programs in line with the general Turkish literature textbooks. Keywords: Turkish Literature, Textbook , Curriculum , Teaching , Teachers

scholarly journals Perceptions of Prospective Teachers about Peer Assessment as a Tool for Reflective Practices

2019 ◽  
Vol 5 (2) ◽  
pp. 373-380
Author(s):  
Uzma Shahzadi ◽  
Bashir Hussain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Peer Assessment ◽  
Sampling Technique ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Reflective Process ◽  
Descriptive Research ◽  
Teaching And Learning Environment

Peer assessment is a collaborative learning method that assists students to have a control of their learning and involve them in reflective process. This study focuses on exploring the perceptions of prospective teachers about use of peer assessment as a reflective tool in classrooms of teacher education programs. This study was quantitative in nature and used descriptive research design. All prospective teachers enrolled in the bachelor programs of teacher education programs (i.e., BS and B.Ed. Hon. Elementary) of public sector universities of Pakistan served as population of the study. Using multistage purposive sampling technique, a sample of 1374 prospective teachers was selected. For seeking prospective teachers’ opinion, a questionnaire comprising 17 items on a five-point Likert scale, was developed. Questionnaire was validated by experts. Reliability of questionnaire was ensured with Cronbach alpha value of 0.79. For data analysis, both descriptive and inferential statistics were used. From analysis of data, it was found that prospective teachers perceive that they are sometimes equipped with necessary skills for involving in peer assessment and occasionally their teachers provide them necessary tools to carry out peer assessment for the reflective learning. It was also found that majority of students agree that peer assessment helps them in identifying their weaknesses and strengths more effectively. While prospective teachers reported that peer assessment is an activity that takes a lot of time and it carries biasness with its procedure. It is, however, recommended that peer assessment might be an important component of classroom teaching and learning practices. It is further recommended that promotion of peer assessment in classrooms may be used as a tool for creation of reflective teaching and learning environment.

scholarly journals "The Event of Place": Teacher Candidates' Experiences of a Northern Practicum

in education ◽  
2019 ◽  
Vol 25 (2) ◽  
pp. 73-90
Author(s):  
Melanie D. Janzen
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teaching Experiences ◽  
Ethical Approaches ◽  
Practicum Experiences

Teacher education programs in Canada—by the nature of their geographic locations and composition of their faculty and students—remain largely urban centric in their values and programs. Yet, teacher education programs are responsible for preparing teachers for rural, remote, and northern teaching experiences. In this study, I explore the experiences of teacher candidates who participated in a northern practicum option developed at a Western Canadian teacher education program. The purpose of this research is to examine teacher candidates’ experiences of the northern practicum option in order to inform our northern practicum option, as well as to contribute to the development of other northern practicum offerings in Canadian teacher education programs. Drawing on place-conscious theorizing, I explore the ways in which the northern practicum experiences have the potential to disrupt settler-colonial narratives, to develop understandings of place-based curriculum and pedagogies, and to support democratic and ethical approaches to education.     Keywords: Northern Canada; practicum; teacher education; qualitative research; place-consciousness

scholarly journals “The Voice of the Parent Cannot be Undervalued”: Pre-Service Teachers’ Observations after Listening to the Experiences of Parents of Students with Disabilities

Societies ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 50
Author(s):  
Katherine A. Koch
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Data Set ◽  
The Voice ◽  
Discussion Panel ◽  
Class Assignment

The purpose of this qualitative research was to consider the influence of parent interaction on the perspectives of pre-service teachers with regards to their interactions with and instruction of students with disabilities. The data set for this research was 106 reflection papers written as part of a class assignment after the pre-service teachers participated in a discussion panel with parents of children with disabilities. The pre-service teachers were asked to reflect on things they learned after listening to the parents and how they would use that information in their future interactions with parents when they had their own classrooms. The findings suggest that listening to the parents’ experience from the parents themselves had an impact on the pre-service teachers and would positively influence their future interactions. Recommendations to improve opportunities for parent exposure in teacher-education programs are provided.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Formatively assessing prospective teachers’ skills in leading mathematics discussions

2021 ◽  
Author(s):  
Meghan Shaughnessy ◽  
Nicole M. Garcia ◽  
Michaela Krug O’Neill ◽  
Sarah Kate Selling ◽  
Amber T. Willis ◽  
...  
Keyword(s):  
Elementary Teachers ◽  
Formative Assessment ◽  
Conceptual Understanding ◽  
Prospective Teachers ◽  
First Year ◽  
Teacher Education Programs ◽  
First Year Teachers ◽  
Education Programs ◽  
Prospective Elementary Teachers ◽  
Making Sense

AbstractMathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years, there has been increased attention to teaching prospective teachers to lead discussions with students. This paper examines the possibilities of designing a formative assessment that gathers information about prospective elementary teachers’ skills with leading problem-based mathematics discussions and makes sense of such information. A decomposition of the practice of leading discussions was developed and used to design the assessment. Nine first-year teachers who graduated from a range of different teacher education programs participated in the study. The findings reveal that our formative assessment works to gather information about teachers’ capabilities with leading discussions and that the associated tools support making sense of the information gathered. This suggests that such tools could be useful to support the formative assessment of the developing capabilities of prospective teachers.

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