DEVELOPMENT OF TEACHER EDUCATION IN THE CONTEXT OF A STUDENT-CENTERED APPROACH

2020 ◽  
Author(s):  
Janis Dzerviniks ◽  
Velta Dzervinika
Keyword(s):  
Teacher Education ◽  
Student Centered

scholarly journals Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

2017 ◽  
Vol 9 (3) ◽  
pp. 149 ◽  
Author(s):  
Stephen Kwabena Ntim
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Academic Research ◽  
Student Diversity ◽  
Policy And Practice ◽  
Student Centered ◽  
Teacher Trainees ◽  
Teacher Professional ◽  
Education In Ghana

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

Building Collaborative Virtual Communities in a University Department of Early Childhood Education for Wikipedia Article Authoring

2014 ◽  
pp. 23-43 ◽  
Author(s):  
Jim Prentzas ◽  
Galini Rekalidou
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Virtual Communities ◽  
Education Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Education Curriculum ◽  
Childhood Education ◽  
University Department

Collaborative and student-centered learning are endorsed by modern educational approaches and (to a certain degree) are applied to educational environments. Early childhood education puts emphasis on such issues. Wiki environments provide the infrastructure for supporting collaborative learning and student-centered learning tasks. Consequently, wiki activities are gradually becoming part of teacher education curriculum. This chapter discusses issues regarding the incorporation of wikis in teacher education curriculum. The most recent corresponding approaches are categorized according to different views, and the most important findings are discussed. An approach aiming to create collaborative virtual communities for Wikipedia article authoring is also presented. The approach has been applied to a university department of early childhood education. To support communication among participants, face-to-face, e-mail communication, and tools encompassed in an open source Learning Management System were employed. Preliminary results are presented showing a positive response of the pre-service early childhood teachers. Lastly, conclusions and future research directions are outlined.

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

scholarly journals EXPLORING THE CONCEPT OF REFLECTIVE PRACTICE IN THE CONTEXT OF STUDENT-CENTERED TEACHER EDUCATION

2017 ◽  
Vol 1 ◽  
pp. 91 ◽  
Author(s):  
Remigijus Bubnys ◽  
Loreta Zavadskienė
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Reflective Practice ◽  
Paradigm Shift ◽  
Working Environment ◽  
Student Centered ◽  
Practicing Teachers ◽  
Depth Analysis ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Being one of the most popular theories of professional knowledge in the last 30 years, reflective practice has been widely adopted not only by practicing teachers in their working environment, but in pre-service teacher education as well. Meeting the need to respond to the challenges posed by the society nowadays, higher education is undergoing radical changes calling for the proper implementation of student-centered studies. In the context of such a paradigm shift there is a strong urge for the concept of reflective practice to be examined more carefully so that it could be put into effect in the studies of higher education. The paper seeks to respond to this problem by offering an in-depth analysis of the attributes characteristic of the concept of reflective practice in the paradigm shift. Based on the thorough review of scientific works dealing with the concept of reflective practice in teacher education, the current study reports on the insights regarding the development of this concept for reflective practice to be successfully applied in the process of teacher education.  

Learner Engagement in Teacher Education

2019 ◽  
Author(s):  
Kay K. Seo ◽  
Scott Gibbons
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Learning Process ◽  
Learning Experience ◽  
Teacher Preparation Programs ◽  
Education Students ◽  
Learner Engagement ◽  
Preparation Programs ◽  
Student Centered ◽  
Enriched Environments

In teacher education, learner engagement is an important instructional consideration. When students are physically, cognitively, and socially involved in the learning process, they can achieve high levels of productivity and develop a meaningful learning experience. In addition, learner engagement is closely associated with student retention and degree completion. To engage education students more meaningfully in the learning process, it is important to teach them in student-centered, technology-enriched environments. Education students should also become more engaged with the community and with other educators in order to build upon their pedagogy. Furthermore, it is important to offer them professional experiences, including student teaching practicum and teacher preparation programs, so that they can transform those experiences into their own teaching practices.

Implementation of Flipped Classroom at Malaysia's Teacher Education Institute

2019 ◽  
pp. 105-122
Author(s):  
Malar Muthiah ◽  
Raamani Thannimalai
Keyword(s):  
Teacher Education ◽  
Blended Learning ◽  
Student Teachers ◽  
Flipped Classroom ◽  
Student Centered ◽  
Classroom Activities ◽  
Learning Instruction ◽  
Teacher Education Institutions ◽  
Definition Of ◽  
History Test

In a teacher education institute in Malaysia, blended learning is considered as a strategic and effective learning instruction with unique features to help improve student-teacher's discussion skills, improve their communities of practice, and achieve their course purposes. One of the tools of blended learning is flipped classroom. Flipped classroom should be implemented especially among student teachers. The definition of flipped classroom was explained in detail, and furthermore, flipped classroom activities are based on social and cognitive constructivist theory that is suitable to be implemented in teacher education institutions in Malaysia because it is student-centered and involved students actively during the learning process. A research done in one of the teacher education institutions was discussed to find out the effect of flipped classroom in achievement history test and motivation among the 20 student teachers who enrolled for Early European History until 21st Century as one of their major papers.

Building Collaborative Virtual Communities in a University Department of Early Childhood Education for Wikipedia Article Authoring

2016 ◽  
pp. 861-882
Author(s):  
Jim Prentzas ◽  
Galini Rekalidou
Keyword(s):  
Teacher Education ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Virtual Communities ◽  
Education Curriculum ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teacher Education Curriculum ◽  
Childhood Education ◽  
University Department

Collaborative and student-centered learning are endorsed by modern educational approaches and (to a certain degree) are applied to educational environments. Early childhood education puts emphasis on such issues. Wiki environments provide the infrastructure for supporting collaborative learning and student-centered learning tasks. Consequently, wiki activities are gradually becoming part of teacher education curriculum. This chapter discusses issues regarding the incorporation of wikis in teacher education curriculum. The most recent corresponding approaches are categorized according to different views, and the most important findings are discussed. An approach aiming to create collaborative virtual communities for Wikipedia article authoring is also presented. The approach has been applied to a university department of early childhood education. To support communication among participants, face-to-face, e-mail communication, and tools encompassed in an open source Learning Management System were employed. Preliminary results are presented showing a positive response of the pre-service early childhood teachers. Lastly, conclusions and future research directions are outlined.

Sign in / Sign up

Export Citation Format

Share Document