scholarly journals Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities

2019 ◽  
Vol 8 ◽  
pp. 321-343
Author(s):  
Roba Danbi ◽  
Dereje Tadesse
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Education Institution ◽  
Structured Interviews ◽  
Institutional Conditions ◽  
Quantitative And Qualitative Research ◽  
Teacher Education Institution ◽  
The Government

This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.

scholarly journals Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

2022 ◽  
Vol 3 (2) ◽  
pp. 105-119
Author(s):  
Arlon Ponce Cadiz
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Institution ◽  
Teaching Practicum ◽  
Significant Difference ◽  
Beliefs About Teaching ◽  
Teacher Education Institution ◽  
The Government

While learning assessment serves as feedback for teachers in maintaining or improving teaching practice, reflective practice play can be seen in how pre-service teachers plan, design, implement and evaluate their teaching approaches. Practicing reflection can help pre-service teachers starting to embrace the value and passion of teaching which manifests in their professional teaching practice. This study was conducted to determine the reflective practice of pre-service teachers and their teaching practicum experience. Involved in this study were 103 pre-service teachers from the government Teacher Education Institution. The study used self-developed survey questionnaires on pre-service reflective practice and beliefs about their teaching practicum. Results showed that there is a significant relationship between the reflective practice of pre-service teachers and their beliefs about teaching practicum. On the other hand, reflective practice as well as the beliefs of male and female pre-service teachers about their teaching practicum does not have a significant difference. Teacher educators should impart reflective practice as part of their teaching practicum. For further research, a wide scope of study may be conducted involving different Teacher Education Institutions in private and public Higher Education Institutions to verify the findings in this study.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

scholarly journals Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 545-554
Author(s):  
Haji Karim Khan ◽  
Yasmeen Batool ◽  
Farah Deeba
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Role Models ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Education Institution ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Teacher Education Institution

Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

scholarly journals Science teacher education for sustainable development: from intensions to realisation

2018 ◽  
Vol 14 (4) ◽  
pp. 350-367
Author(s):  
Kirsti Marie Jegstad ◽  
Astrid Tonette Sinnes ◽  
Sigrid Marie Gjøtterud
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Science Teacher ◽  
Student Teachers ◽  
Teacher Educators ◽  
Participant Observation ◽  
Science Teacher Education ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Teacher Education Institution

Teacher education programs have an especially important role in reorienting education to realise education for sustainable development (ESD). In this paper, we investigate how ESD can be realised in science teacher education and we present findings from a case study in a Norwegian teacher education institution that has the overall aim of educating teachers who can contribute to sustainable development. Data was collected through participant observation and interviews, and, together with instructional artefacts and student assignments, analysed based on a model for science ESD. The paper provides an example of how ESD can be realised through a strengths model where ESD is founded in the strengths among the teacher educators and existing teaching practices. The results indicate that an emphasis on experiential learning and sociocultural learning theory builds a thorough foundation for ESD. However, the teaching has to be explicit in order to reach all student teachers.

Professional expertise for radiation therapists in Africa

2007 ◽  
Vol 6 (03) ◽  
pp. 125-131 ◽  
Author(s):  
P. C. Engel-Hills
Keyword(s):  
Reflective Practice ◽  
Role Models ◽  
Professional Competence ◽  
Education Institution ◽  
Professional Expertise ◽  
Structured Interviews ◽  
Clinical Role ◽  
Text Data ◽  
Applicable Knowledge ◽  
South African Higher Education

AbstractThe radiation therapist (RTT) is a practitioner who must learn to take responsibility as an autonomous professional within a collaborative multi-professional team. A case study of international students on fellowship studies to a South African Higher Education Institution was used as the lens to explore the development of professional expertise in RTTs. Documents and semi-structured interviews generated textual data that was semantically analysed. The findings are presented as a discussion of the themes that emerged from the text data; (1) autonomy in a team, (2) collaboration facilitates learning, (3) the need for professional competence, (4) reflective practice and (5) participatory learning. The paper offers the interpretation of professional competence as a practitioner who has applicable knowledge, clinical and generic competence as well as appropriate behaviour and attitudes. It is proposed that a collaborative, integrated curriculum meets the need for the education of RTTs on the African continent. In such an environment optimised learning is facilitated by access to good clinical role models, the development of skills toward reflective practice and student participation in the learning environment.

A Web-Based Guiding Framework for Student Teachers' Self-Reflective Practice

2019 ◽  
Vol 14 (3) ◽  
pp. 39-54
Author(s):  
Göran Karlsson ◽  
Pernilla Nilsson
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Powerful Method ◽  
Web Based ◽  
Pedagogical Tool ◽  
Self Reflection ◽  
Reflective Process ◽  
Service Training ◽  
Further Development

Self-reflection based on the analysis of one's own teaching performance has proven to be a powerful method for developing student teachers´ professional knowledge. The aim of this study was to investigate how a web-based guiding framework involving the use of a pedagogical tool for planning and reflection in conjunction with annotated video recorded lessons, written reflections, and a teacher educator's feedback, might provide a beneficial method for student teacher self-reflection. The study included 56 student teachers performing their in-service training in science teaching. The student teachers completed a questionnaire where they had to respond to statements about their experiences of the framework. The results indicate that a guiding framework that includes analysis of video-recorded teaching is essential for a self-reflective process to become effective. Further development of the framework might be to enable student teachers to participate in synchronous discussions with peers and teacher educators about their video-recorded lesson.

Individual and Collective Reflection: Deepening Early Childhood Pre-service Teachers’ Reflective Thinking during Practicum

2018 ◽  
Vol 43 (1) ◽  
pp. 43-51 ◽  
Author(s):  
Lydia Foong ◽  
Mariani Binti ◽  
Andrea Nolan
Keyword(s):  
Early Childhood ◽  
Student Teachers ◽  
Reflective Thinking ◽  
Education Institution ◽  
Early Years ◽  
Multiple Perspectives ◽  
Direct Observations ◽  
Current Trends ◽  
Teacher Education Institution ◽  
The Uk

THIS STUDY EXPLORED INDIVIDUAL and collective reflection as pedagogical approaches to support early childhood pre-service teachers’ reflection during practicum. Current trends in the literature show a shift from individual reflection to collective reflection, with an emphasis on social constructivist perspectives. This qualitative study focused on a Malaysian teacher education institution conducting an undergraduate early years program from the UK as the selected case. Sources of evidence came from interviews, direct observations and documents such as student teachers’ teaching portfolios, their reflection journals and assessment forms. The results show that collective reflection supported higher levels of reflective thinking during practicum at the integration, validation and appropriation levels of reflection, compared to when they reflected individually. Collective reflection provided Malaysian teachers with a new platform for problem-solving, connecting theory to practice, as well as the sharing and consideration of multiple perspectives, resulting in a deeper understanding of classroom practices.

Teacher educators’ visions of pedagogical training within instrumental higher music education. A case in Finland

2014 ◽  
Vol 31 (2) ◽  
pp. 157-177 ◽  
Author(s):  
Marja-Leena Juntunen
Keyword(s):  
Music Education ◽  
Student Teachers ◽  
Teacher Development ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Qualitative Content Analysis ◽  
Vocal Music ◽  
Good Teaching ◽  
Structured Interviews ◽  
Pedagogical Training

The purpose of this study was to examine the visions of teacher educators of instrumental pedagogy (n = 12) in higher music education regarding ‘good’ teaching and instrumental student teacher preparation. The theoretical basis for the study was research on teachers’ visions (Hammerness, 2006): teachers’ own conceptions of ideal teaching practices. The data were gathered through semi-structured interviews and analysed by qualitative content analysis. The interviewed teachers’ visions of good teaching of instrumental pedagogy were closely related to their visions of good teaching of instrumental or vocal music, which they attempted to communicate to their student teachers. The process of teacher development was primarily understood as acquiring a package of skills and knowledge that are partly instrument specific, partly generic, and strongly influenced by the labour market. Teaching practice was considered essential, and was perceived as building connections between theory and practical application. The findings support prior research within Nordic teacher education (Hammerness, 2012), in that faculty members’ visions related to teaching are individual and only partly negotiated with their colleagues.

scholarly journals TEACHERS’ PERCEPTIONS AND PRACTICES OF ASSESSMENT RUBRICS IN ASSESSING STUDENTS’ LEARNING AT HIGHER EDUCATION LEVEL

2019 ◽  
Vol 1 ◽  
pp. 35-43
Author(s):  
Ghulam Abbas ◽  
◽  
Sadruddin Bahadur Qutoshi ◽  
Dil Angaiz ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Student Teachers ◽  
Learning Outcomes ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Assessment Process ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Gilgit Baltistan

This study aims to explore teachers’ perceptions and practices of the use of rubrics in assessing students’ learning in the context of higher education institutions in Gilgit-Baltistan. A case study method of inquiry within a qualitative paradigm was adopted to collect the relevant data through semi-structured interviews from three purposefully selected teacher-educators (instructors) and six student-teachers (prospective teachers) of semester III and IV from one of the colleges of education. The data were analyzed through thematic analysis and following themes were emerged: (1) the importance of assessment rubrics in teaching and learning processes, (2) effectiveness of rubrics in assessing teaching and learning, (3) coconstruction of assessment rubrics by student-teachers and teacher-educators, and (4) the challenges for student-teachers and teacher-educators in developing and using of assessment rubrics. From the discussion on the emerging themes, it is concluded that (a) use of assessment rubrics makes assessment process more meaningful to both teacher-educators and students-teachers; and (b) use of rubrics makes student-teachers and teacher-educators more focused on their purpose of teaching and learning outcomes. It is recommended that teacher-educators in teacher training institutions should use rubrics to assess prospective-teachers so that they, after completing their degree programs, would use similar techniques in their respective schools to assess their students’ learning outcomes effectively. Keywords: Assessment, Assessment Rubrics, Rubric Design, Teaching and Learning.

scholarly journals CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

2017 ◽  
Vol 5 (7) ◽  
pp. 480-484
Author(s):  
B. S. Gupta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Classroom Environment ◽  
Random Sampling ◽  
Female Student ◽  
Male Student ◽  
Education Institution ◽  
Teacher Absenteeism ◽  
Teacher Education Institution

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.

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