scholarly journals Indicators of Professional Development in Texts Written by Prospective Teachers

2015 ◽  
Vol 14 (1) ◽  
pp. 4-27 ◽  
Author(s):  
Kristine Balslev ◽  
Sabine Vanhulle ◽  
Sandra Pellanda Dieci
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Prospective Teachers ◽  
Mental Representations ◽  
Professional Knowledge ◽  
Theory And Practice ◽  
Narrative Texts ◽  
Trainee Teachers ◽  
Reflective Spectrum ◽  
Insight Into

The writing of narratives is a frequently used educational tool in teacher education. This activity has several aims, such as bridging the gap between theory and practice, transforming experience into knowledge, and fostering consciousness and reflexivity among prospective teachers. We consider that the writing of narratives, framed with some guidelines, represents a mean to build professional knowledge. To get a better insight into the processes involved in the writing of narratives, this article examines the cognitive and discursive mechanisms that underlie professional development. We rely on indicators of professional development observed through a psycholinguistic analysis of narrative texts. This type of text analysis is anchored in a Vygotskian perspective, according to which language; thinking and action are interdependent in the constitution of an individual’s system of mental representations. In this article, we present an educational artifact for narrative writing, a grid for the analysis of discourses in the context of teacher education (the Analysis of Discourses About Professional Apprenticeship grid), our methodological framework and some results. The use of this grid is illustrated with examples of the prospective teachers’ narratives and questionings. Finally, we suggest that professional knowledge results from the convergence between enunciative undertakings, regulations of action, and conceptions and reflective spectrum. This convergence determines the strength of professional knowledge built. Moreover, the texts that have been analyzed reveal the fundamental questionings the trainee teachers have when faced with the task of textualizing their professional knowledge as well as the meaning they give to their activity.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

Issues and Patterns of Writing Issues Through Practical Journals Among Students at the Institute of Teacher Education, Tun Hussein Onn Campus, Batu Pahat

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Rosly Kayar ◽  
◽  
Zaiha Mohd Kusrin ◽  
Faridah Mohd Sopah ◽  
Abd. Shakor Borham ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Qualitative Study ◽  
Journal Writing ◽  
Racial Diversity ◽  
Document Analysis ◽  
Reflective Writing ◽  
School Factors ◽  
Self Reflection ◽  
Trainee Teachers

This study aims to analyze issues, issue writing patterns, and reflective writing in the PISMP trainee teacher practicum journal, at Tun Hussein Onn Campus Teacher Education Institute, Batu Pahat. This study involved a total of 40 journal reflection writings selected at random in 2019 for various options. Qualitative study through document analysis is used to analyze the reflective writing of trainee teachers. In this study, the data were obtained from the writing notes of the reflection journal of the trainee teacher during the practicum. The results show that the writing of trainee teacher issues is more focused on the student domain (18 issues), followed by students (15 issues) and pedagogy (1 issue). Students were found not to touch the school domain at all and there was writing the title of the issue presented in the practicum journal not clear the domain of the issue (6 issues). The findings of the study also show that 36 out of 40 journal writing titles are clearly written. This shows that only a small number of journal writing titles cannot be written clearly. These findings indicate that trainee teachers are less focused on school factors such as environment, basic facilities, and racial diversity in writing self-reflection. The practice of reflection through journal writing is a very important aspect of teacher training in motivating trainee teachers intrinsically to achieve professional development in the field of trainee teacher duties.

scholarly journals Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Jennifer Roth ◽  
Derek Decker ◽  
Donna Cooner
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Focus Group ◽  
Teacher Candidates ◽  
Positive Impact ◽  
Professional Development School ◽  
Theory And Practice ◽  
Clinical Experiences ◽  
Professional Dispositions ◽  
Focus Group Methodology

In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

Student Teaching and the Pedagogy of Necessity

1988 ◽  
Vol 7 (2) ◽  
pp. 82-89 ◽  
Author(s):  
Richard I. Tinning
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Physical Education ◽  
Student Teaching ◽  
Professional Knowledge ◽  
Significant Part ◽  
Physical Education Teachers ◽  
Critical Inquiry ◽  
Technical Rationality

Student teaching as a significant part of the professional development of physical education teachers is implicated in the general failure of teacher education to adequately prepare teachers who can envision a world of schooling that is any different from the present one. This paper argues that the dominant pedagogy of student teaching is inherently conservative, is characterized by technical rationality, and embraces an outmoded view of professional knowledge. The adoption of a critical-inquiry perspective in student teaching is offered as a possible alternative.

scholarly journals Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers

2019 ◽  
Vol IV (I) ◽  
pp. 195-204
Author(s):  
Saubia Ramzan ◽  
Muhammad Shakir ◽  
Jam Muhammad Zafar
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Education ◽  
Trainee Teachers

This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.

scholarly journals ALAR som tilnærming for å skape økt forståelse hos deltakere for forskning og for forståelse for FoU i skole og i lærerutdanning

2020 ◽  
pp. 419-436
Author(s):  
Annfrid R. Steele
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Knowledge ◽  
Development Project ◽  
Mutual Understanding ◽  
Mutual Learning ◽  
School Based ◽  
Teachers Professional Development ◽  
Integrate Research

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development project has been carried out in tripartite collaboration between student teachers, school-based and university-based teachers. This process initiated mutual learning and understanding of research-based knowledge between the participants in balanced partnership. The present study shows how ALAR can develop partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers’ professional development.

scholarly journals Development of Prospective Teachers’ Noticing Skills Within Initial Teacher Education

2021 ◽  
Author(s):  
Reyhan Tekin-Sitrava ◽  
Gabriele Kaiser ◽  
Mine Işıksal-Bostan
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Education Program ◽  
Initial Teacher Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Education Courses

AbstractAlthough the effects of professional development programs on teachers’ noticing skills have attracted considerable interest among mathematics education researchers, little is known about the developmental process of prospective teachers’ noticing skills within initial teacher education. This paper examines the extent to which prospective teachers’ noticing skills are developed through the mathematics education courses taken within the mathematics teachers’ education program using exemplarily the topic division of fractions. The study is grounded on the framework of Professional Noticing of Children’s Mathematical Thinking which specifies three facets of noticing, that are attending, interpreting, and deciding how to respond. Twenty-two prospective mathematics teachers (PSTs), who were enrolled in the Middle School Mathematics Teacher Education Program at a Turkish university, participated in this study. The results revealed that most PSTs gained expertise in all three kinds of noticing skills during their teacher education. The highest progression could be identified in the interpretation skills and the lowest in attending skills. These results are important for initial teacher education programs, highlighting that general, non-specialized mathematics education courses within initial teacher education have the potential to provide an efficient professional development program to develop PST’s noticing skills. The study points out that further research is needed in order to provide additional details about how teacher education programs could be redesigned and implemented to ensure opportunities for PSTs to develop noticing skills within all three facets leading to robust or at least substantial evidence of all three noticing skills.

scholarly journals Investigating a Professional Development School Model of Teacher Education in Canada

2010 ◽  
Vol 45 (1) ◽  
pp. 45-61 ◽  
Author(s):  
Dawn Buzza ◽  
Donna Kotsopoulos ◽  
Julie Mueller ◽  
Megan Johnston
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Candidates ◽  
Professional Development School ◽  
Professional Knowledge ◽  
Efficacy Beliefs ◽  
Careful Selection ◽  
School Communities ◽  
Teacher Education Candidates ◽  
School Model

We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.

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