scholarly journals Using eportfolio to address professional standards in a teacher education programme: The student voice

2012 ◽  
Vol 3 (1) ◽  
pp. 17-25 ◽  
Author(s):  
Lyn Lewis ◽  
Philippa Gerbic
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Student Teachers ◽  
Professional Growth ◽  
Growth And Development ◽  
Education Programme ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Professional Standards ◽  
Learning Context

Electronic portfolios are presented in the literature as a technological tool with significant potential for professional application (JISC, 2008). Since the introduction of Graduating Teacher Standards (GTS) by the New Zealand Teachers Council in 2007, all pre-service teacher education programmes are required to demonstrate their achievement through programme design. Eportfolios are an ideal vehicle for evidencing such achievement through their potential to support synthesis of theory and practice in self-appraisal against standards (Strudler & Wetzel, 2005), facilitate reflective practice (Stefani and Mason, 2007; Lin, 2008), demonstrate professional growth and development over time (Barrett, 2005). Furthermore, eportfolios have been conceptualized as both a process and a product (Darling, 2001) thus meeting the dual expectation of supporting and facilitating learning as well as showcasing end-product artefacts. In New Zealand the introduction of eportfolios is a recent innovation, and not much is known about the ways in which learners view this technology or the ways in which it might support their learning and development, particularly against professional standards. The aim of this research project was to explore student perspectives of learning through eportfolio in a Bachelor of Education programme at AUT University. A small self-selected sample of students from two consecutive cohorts participated in the 2009/2010 project. Questions related to GTS were embedded in two of the research questions: (1) How does an eportfolio help students to learn? and ((2) How does the eportfolio contribute to growth and development of students as emergent professionals? Philosophically the research was located within the Interpretivist paradigm. Drawing on conceptions of naturalistic inquiry (Denzin & Lincoln, 2000) where reality is recognised as complex, influencing students both individually and within a broader social learning context, the researchers sought to collect participant views through focus groups and interviews. This qualitative data was analysed through an inductive approach of categorising and seeking themes. The first finding suggests authentic assessment related to Graduating Standards provides reassuring evidence to pre-service student teachers of their growth and development towards beginning teacher status. Secondly, eportfolio activities can support a range of thinking skills linked to achievement of Standards such as purposeful goal-focussed thinking, evidencing and relating, reflecting and appraising. Thirdly, eportfolios and Standards are perceived by pre-service students to have value for employability and in supporting their transition to the workplace. We contribute to current debate by arguing against a 'tick-box' approach to Standards which might signal surface learning. We argue for deep learning through a holistic approach which utilizes the potential of eportfolios to shift pre-service students towards greater professional autonomy through self-assessment against Standards.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

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.

scholarly journals Meaningful Intersections of Social Justice and Contemporary Cultural Competencies in a New Zealand Master’s level Initial Teacher Education Programme

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Steven Sexton
Keyword(s):  
Teacher Education ◽  
Sexual Orientation ◽  
New Zealand ◽  
Student Teachers ◽  
School Setting ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Construction Of Identity ◽  
Critical Reflexivity ◽  
Values And Beliefs

In New Zealand, it is illegal to discriminate based on a person’s gender, race, ability or sexual orientation; however, this is not always the experience of student teachers. To promote, support and facilitate student teachers learning to be effective classroom practitioners, this paper’s initial teacher education programme was designed to support student teachers in developing critical reflexivity of their own developing self-as-teacher role identity. Specifically, this paper presents three life stories of how master’s level student teachers were supported by the intersections of social justice and New Zealand’s unique biculturalism. Student teachers challenged an educational community’s,  a school’s or a teacher’s normative attitudes, values, and beliefs regarding gender, race, ability and sexual orientation of these student teachers. These life stories highlight the importance of the educational setting’s impact on the social construction of identity of not only the students in the school setting but also the wider school community.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

scholarly journals The creativity and character in Korea teacher education

2021 ◽  
Vol 11 (1) ◽  
pp. 01-08
Author(s):  
Yonsuk Chae
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Daily Life ◽  
Education Programme ◽  
General Character ◽  
Moral Standards ◽  
University Life ◽  
Depth Interviews ◽  
Absorption Level

Creativity is the ability of people to be innovative in their approach to problems, situations and life in general. Character is a person’s moral standards. Creativity and character are two concepts that are essential in the teaching process. A teacher can influence their student’s character and they can improve the student’s absorption level through innovative ways of teaching. This study reports the implementation of an education programme for pre-service teachers in Korea and how the programme affected their creativity and character. It was a qualitative research that collected data from in-depth interviews with 13 participants from the programme. Pre-teachers indicated that they often distinguished clearly between the competence of creativity, an example of its occurrence in the classroom and what feature of that example made it creative to be self-developed. The implementation of the programme encouraged student teachers to inter-communicate and share ideas among others within the classroom.   Keywords: Creativity, character, German daily life, German university life, Korea, teacher, education.

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Maria Gimena San Martin
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Learning To Teach ◽  
Language Teacher Education ◽  
Teacher Education Programme ◽  
Perceived Needs ◽  
Efl Teacher ◽  
Level Of Understanding ◽  
Efl Teacher Education

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

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