The Denial of the Personal, the Preservation of the Status Quo in Teacher Education

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.

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A Temática da Formação de Professores nas Produções Acadêmicas em um Programa de Pós-Graduação do Contexto Amazônico

Revista de Ensino Educação e Ciências Humanas ◽

10.17921/2447-8733.2019v20n4p415-421 ◽

2019 ◽

Vol 20 (4) ◽

pp. 415-421

Author(s):

Bruno da Silva Lima Antunes Dias ◽

Emanuela Ferreira de Oliveira ◽

João Luiz da Costa Barros

Keyword(s):

Teacher Education ◽

Graduate Program ◽

Teaching Practice ◽

Qualitative Approach ◽

Educator Training ◽

Research And Teaching ◽

Teacher Researcher ◽

Reflective Teacher ◽

Faculty Of Education ◽

The Relationship

Este artigo apresenta o resultado da investigação do Estado do Conhecimento relativo a temática formação de professores (inicial e continuada) na perspectiva do professor reflexivo e pesquisador nas dissertações e teses defendidas no período de 2014 a 2018 no Programa de Pós-Graduação em Educação – PPGE – da Faculdade de Educação – FACED - da Universidade Federal do Amazonas - UFAM. O trabalho foi inspirado a partir da preocupação da relação entre reflexão, pesquisa e prática docente durante aulas na disciplina Formação do Educador: Tendências, Perspectivas e Novas Abordagens Obrigatória, da linha de pesquisa Formação e Práxis do Educador Frente aos Desafios Amazônicos, já que o Programa tem como foco principal a formação e qualificação dos profissionais para o exercício do magistério e da pesquisa. Consistiu em pesquisa documental, adotando-se uma abordagem qualitativa, cujos dados para o levantamento e análises, utilizou-se o Catálogo de Teses da Capes que contém os resumos das 99 dissertações e teses que foram inventariados na área da Educação nos últimos cinco anos. Os resultados demonstram que um quinto das produções acadêmicas do PPGE/UFAM abordam a temática da formação de professores, porém não havendo nenhum destaque para as dimensões epistemológicas dos conceitos professor reflexivo e pesquisador. Como sugestões, destacamos a possibilidade de que aprofundamento epistemológicos dos conceitos de professor reflexivo e pesquisador sejam presentes nas futuras produções acadêmicas. Palavras-chave: Formação de Professores. Professor Reflexivo. Professor Pesquisador. UFAM. AbstractThis article presents the result of the State of Knowledge investigation on the theme of teacher education (initial and continuing) from the perspective of reflective teacher and researcher in dissertations and theses defended from 2014 to 2018 in the Graduate Program in Education - PPGE. - Faculty of Education - FACED - Federal University of Amazonas - UFAM. This paper was inspired from the concern of the relationship between reflection, research and teaching practice during classes in the Educator Training: Trends, Perspectives and New Approaches subject, from the Educator Training and Praxis research line in front of the Amazon Challenges, since the Program focuses on the training and qualification of professionals for teaching and research. It consisted of documentary research, adopting a qualitative approach, whose data for the survey and analysis, we used the Capes Thesis Catalog that contains the summaries of 99 dissertations and theses that were inventoried in the area of Education in the last five years. The results show that one fifth of the academic productions of PPGE / UFAM address the theme of teacher education, but there is no emphasis on the epistemological dimensions of the concepts reflective teacher and researcher. As suggestions, we highlight the possibility that epistemological deepening of the concepts of reflective teacher and researcher may be present in future academic productions. Keywords: Teacher Training. Reflective Teacher. Researcher Teacher. UFAM.

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Three perspectives on the role of teacher beliefs in the language classroom

Apples - Journal of Applied Language Studies ◽

10.47862/apples.103078 ◽

2021 ◽

Author(s):

Line Krogager Andersen

Keyword(s):

Teacher Beliefs ◽

Language Learning ◽

Classroom Practice ◽

Teaching Practice ◽

Future Research ◽

Teaching Activity ◽

Learning And Teaching ◽

Beliefs About Language Learning ◽

The Relationship

This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference between two teachers’ realisations of a specific bilingual teaching activity may be seen as related to their beliefs about language learning and teaching. The role of teacher beliefs for language teaching practice has been the subject of much research, although the nature of the relationship remains contested. This study explores a new approach to the puzzle by combining new and existing perspectives on teacher beliefs in the form of enacted, professed and implicit beliefs. The study re-examines data from a larger action research study through 4 cycles of analysis and interpretation, moving from observed teaching practices to the three perspectives on teacher beliefs to provide a description of the complex interplay between beliefs and practice. The analysis shows that the combination of the different perspectives on teacher beliefs allows for a meaningful interpretation of the relationship between teacher beliefs and teaching practice, that the two teachers’ beliefs about language learning and teaching play an important role in their transformation of teaching plans to teaching practice and that their different practices lead to different language learning affordances in the two classrooms. The article concludes by suggesting that the interplay between teaching activities, students’ engagement and teacher beliefs may be a fruitful place of inquiry for future research.

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Blended Learning in English Instruction---A Case Study of English Department in NCEPU

Journal of English Language and Literature ◽

10.17722/jell.v10i1.386 ◽

2018 ◽

Vol 10 (1) ◽

pp. 946-952

Author(s):

Guo Zhe

Keyword(s):

Blended Learning ◽

Teaching Practice ◽

Status Quo ◽

English Department ◽

College English ◽

Learning And Teaching ◽

Whole School ◽

The Status ◽

English Instruction

Blended learning, which is proved to have a promising future, has incomparable advantages in learning and teaching practice. Taking English Department of North China Electric Power University as a case, the status quo of blended learning in college English learning and teaching has been investigated by adopting questionnaires and interviews. The results show that although both students and teachers have rigid demand for blended learning, the satisfactory degree is low. Implications and suggestions are further given to make improvement in terms of multimedia application, teachers, students and managers. By taking both students and teachers into consideration, a comparatively complete description of the status quo of blended learning in English Department of NCEPU has been formed, which set a good example for other departments and at the same time motivates the whole school to update their learning and teaching patterns.

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Embedding Aboriginal and Torres Strait Islander LGBTIQ+ Issues in Primary Initial Teacher Education Programs

Social Inclusion ◽

10.17645/si.v9i2.3822 ◽

2021 ◽

Vol 9 (2) ◽

pp. 30-41

Author(s):

David Rhodes ◽

Matt Byrne

Keyword(s):

Teacher Education ◽

Young People ◽

Critical Pedagogy ◽

Torres Strait Islander ◽

Economic Status ◽

Gender And Sexuality ◽

Initial Teacher Education ◽

Learning And Teaching ◽

The Status ◽

Torres Strait

Existing research has explored inclusion in education, however, issues related to Aboriginal and Torres Strait Islander LGBTIQ+ young people, with some notable exceptions, have, until recently, seldom been included in any meaningful academic discussion. Issues of youth race, gender and sexuality have been interrogated as discrete issues. This small but growing body of research demonstrates the potential impacts of intersectional disadvantages experienced by Aboriginal and Torres Strait Islander LGBTIQ+ young people in Australia (Uink, Liddelow-Hunt, Daglas, & Ducasse, 2020). This article seeks to explore the existing research and advocate for the embedding of a critical pedagogy of care in primary Initial Teacher Education (ITE) curricula, inclusive of diversity of race, ethnicity, socio-economic-status, gender and sexuality. Employing intersectionality theory, this research will examine the specific disadvantages that arise as the result of occupying multiple minority demographic categories, which are relational, complex and shifting, rather than fixed and independent. Primary educators are well positioned to name disadvantage, racism and heterosexism, make them visible and, through culturally responsive pedagogical approaches and inclusive curricula, challenge the status quo. To ensure that learning and teaching moves beyond stereotypes, primary curricula should be representative of all students and present alternate ways of being human in culturally appropriate, positive ways, to the benefit of all students. ITE programs provide the ideal arena to equip teachers with the knowledge and competency to respond to the needs of Aboriginal and Torres Strait Islander LGBTIQ+ young people.

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Programa institucional de bolsa de iniciação à docência (Pibid 2018-2020): expectativas, contribuições e desafios do subprojeto biologia UTFPR na percepção dos pibidianos

Revista Brasileira de Educação em Ciências e Educação Matemática ◽

10.33238/rebecem.2021.v.5.n.2.26685 ◽

2021 ◽

Vol 5 (2) ◽

pp. 272-293

Author(s):

Eduarda Maria Schneider ◽

Anderleia Sotoriva Damke

Keyword(s):

Teacher Education ◽

School Environment ◽

Financial Support ◽

Teaching Practice ◽

The Future ◽

Didactic Knowledge ◽

Qualitative Nature ◽

The Relationship

Resumo: Este artigo tem como objetivo debater as percepções dos pibidianos acerca das contribuições e desafios do subprojeto PIBID Biologia UTFPR 2018-2020. A pesquisa de cunho qualitativo foi realizada a partir da análise de um questionário aplicado ao final do projeto. A investigação constatou que a participação no projeto atendeu às expectativas de vivenciar a realidade da futura profissão, adquirir fundamentação da prática docente e ter apoio financeiro. Dentre as contribuições, foram destacados a importância da vivência nas escolas, o conhecimento didático e a diminuição dos medos e inseguranças para atuar profissionalmente. Em relação aos desafios que vivenciaram no PIBID, apontaram a inserção no ambiente escolar, o relacionamento com os supervisores e as dificuldades que sentiram para se comunicar e se expressar em sala de aula. Perante tais resultados, consideramos que a participação no PIBID promove experiência no processo formativo, fundamentada na reflexão e problematização de situações reais da profissão docente.Palavras-chave: PIBID; Formação Docente; Biologia; Escola. Institutional program for teaching initiation (Pibid 2018-2020): expectations, contributions and challenges of the subproject biologia UTFPR in the perception of pibidiansAbstract: This article aims to debate the perceptions of pibidians about the contributions and challenges of the subproject PIBID Biology UTFPR 2018-2020. The qualitative nature research was carried out from the analysis of a quiz applied at the end of the project. The investigation found that participation in the project met the expectations of experiencing the reality of the future profession, to acquire reasoning for teaching practice and having financial support. Among the contributions, it was highlighted the importance of living in schools, didactic knowledge and the reduction of fears and insecurities to act professionally. In relation to the challenges they experienced at PIBID, it was pointed the insertion in the school environment, the relationship with supervisors and the difficulties they felt to communicate and express in the classroom. With these results, it is considered that the participation in PIBID promotes experience in the formative process, based on the reflection and problematization of real situations of the teaching profession.Keywords: PIBID; Teacher Education; Biology; School.

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Partnerships Between Teacher Education Universities And Schools In Practicum To Train Pre-Service Teachers Of Vietnam

International Journal of Higher Education ◽

10.5430/ijhe.v9n5p134 ◽

2020 ◽

Vol 9 (5) ◽

pp. 134

Author(s):

Vu Thi Mai Huong ◽

Nguyen Thi Thanh Tung ◽

Tieu Thi My Hong ◽

Duong Hai Hung

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teachers ◽

Teacher Learning ◽

Prospective Teachers ◽

National Curriculum ◽

Curriculum Innovation ◽

Structured Interviews ◽

University Lecturers ◽

The Relationship

Teacher education universities and schools have traditionally been the main sites of teacher learning in Vietnam. This relationship is the key in the process national curriculum innovation. The purpose of this research is to determine the relationship between teacher education universities and schools in Vietnam, in regard to partnering for the delivery of teacher education adapting national curriculum innovation in Vietnam. Data will be collected through questions involving 243 participants comprising student teachers, university lecturers and mentors. The result of this paper also uses semi-structured interviews to draw conclusions. The findings show that there is a model for teacher education universities - schools cooperation in teacher preparation. However, the partnership is limited by such factors such as planning, mentoring, practicum, teacher education universities visits to schools, communication and inconsistencies that seemed to characters the relationship. The findings suggest that the partnership between pedagogy universities and schools can be enhanced by recognizing the interdependent nature of the relationship, the diversification of areas of universities - schools joint activity, and increased closely conversations between the partners about problems which are suitable to the arrangement. The result of the research may provide insights into factors that focus on undermining the effectiveness of partnerships, as well as the implications of these for the professional development of prospective teachers.

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“Working in Concert”: Examining Music’s Role in Cross-Curricular Education

Inquiry@Queen's Undergraduate Research Conference Proceedings ◽

10.24908/iqurcp.11507 ◽

2018 ◽

Author(s):

Emily Browne

Keyword(s):

Music Education ◽

Teaching And Learning ◽

Teaching Practice ◽

Learning And Teaching ◽

The United Kingdom ◽

Progressive Pedagogy ◽

Subject Areas ◽

The Cross ◽

The Many ◽

The Relationship

The purpose of this presentation is to investigate the power of the cross-curricular teaching and learning practice while exploring the relationship between music and other subject areas in an educational environment. In recent years, the curriculum of countries such as Sweden, Australia, and the United Kingdom, has placed greater emphasis on utilizing the cross-curricular learning and teaching practice. This progressive pedagogy strives to engage students by connecting different curricular areas within an activity or lesson. Students have the opportunity to engage in a deeper form of learning, applying their knowledge and transferring their skills as they discover similarities between distinct subject areas. Additionally, the cross-curricular practice can attract pupils to disciplines that otherwise might not have held their attention. As everyday life is filled with tasks that draw on multiple subject areas, this teaching approach ultimately enables the educational system to better prepare pupils for their future. However, the cross-curricular practice can pose a challenge to teachers who lack confidence in their knowledge of content across the many curricular areas. This is particularly relevant to music education, as many teachers who do not possess a solid knowledge base of skills and techniques shy away from incorporating music into their teaching practice. Nevertheless, cross-curricular learning seems to be a valuable learning process, therefore, I will discuss method of incorporating music into cross-curricular lessons in order to provide

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Mentors and student-teachers “lesson studying” in initial teacher education

International Journal for Lesson and Learning Studies ◽

10.1108/ijlls-04-2015-0015 ◽

2016 ◽

Vol 5 (2) ◽

pp. 84-98 ◽

Cited By ~ 20

Author(s):

Wasyl Cajkler ◽

Phil Wood

Keyword(s):

Teacher Education ◽

Student Teachers ◽

Teacher Learning ◽

Student Teacher ◽

Prospective Teachers ◽

Lesson Study ◽

Teaching Practice ◽

Initial Teacher Education ◽

Content Type ◽

The Uk

Purpose – The purpose of this paper is to study an adapted version of lesson used with mentors and student-teachers in a one-year initial teacher education (ITE) programme for prospective teachers of geography and modern languages. In partnership with eight secondary schools, the effectiveness of the lesson study cycle was evaluated as a vehicle for exploration of approaches to aid student-teacher learning during school placements. Design/methodology/approach – In total, 12 lesson study case studies were completed and analysed. Findings – Three principal findings emerged: first, most collaborating mentors and student-teachers reported that they engaged in a reflexive process, exploring the complexity of teaching, each learning more about the characteristics of teaching; second, in cases where collaboration allowed student-teachers a degree of autonomy, lesson study provided a collaborative scaffold for understanding the complexity of teaching, contributing to professional development along a continuum which the authors tentatively term “pedagogic literacy”; third and less positively, some mentors struggled to shed the shackles of traditional roles, dominating the discourse as advice-givers so that a traditional “parallel” approach to mentoring continued. Originality/value – The work expands the experiential base of lesson study efforts in ITE in the UK and elaborates a view of teacher learning that challenges reductive approaches to the preparation of new teachers. For the first time, it presents student-teacher and mentor perspectives on the use of lesson study in teaching practice in England.

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Exploring the Relationship between Self-Regulated Learning and Reflection in Teacher Education

Journal of Teaching and Learning ◽

10.22329/jtl.v9i1.3578 ◽

2013 ◽

Vol 9 (1) ◽

Cited By ~ 1

Author(s):

Dawn C Buzza ◽

Donna Kotsopoulos ◽

Julie Mueller ◽

Megan Johnston

Keyword(s):

Teacher Education ◽

Reflective Practice ◽

Classroom Environment ◽

Teaching Practice ◽

Metacognitive Skills ◽

Adaptive Expertise ◽

Self Regulated Learning ◽

Teacher Education Candidates ◽

Regulated Learning ◽

The Relationship

Literature on teacher learning has shown links between being a self-regulated learner, reflecting effectively on one’s own practice, and being described as an “adaptive expert”. For instance, the metacognitive skills needed for effective reflection on teaching practice are seen as critically important to developing adaptive expertise in the context of the highly complex classroom environment. Similarly, self-regulated learning is often defined, at least in part, in terms of using metacognitive skill to adapt one’s approach to complex learning situations or problems. Although there is rich literature on reflective practice in teacher education, less is known about measuring teachers’ self-regulated learning or the relationship between self-regulated learning and teacher reflections. This research examines reflective practice and self-regulated learning through pre-service teachers’ written reflections. The study makes a novel adaptation of a rubric designed to evaluate teacher education candidates’ reflections to measure self-regulated learning. Findings suggest that the rubric could also be useful in understanding the self-regulated practices of teacher education candidates.

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