scholarly journals Tensões na condição e no trabalho docente - tensões na formação

2015 ◽  
Author(s):  
Miguel Arroyo
Keyword(s):  
Teacher Education ◽  
Sexual Orientation ◽  
Critical Analysis ◽  
Social Experience ◽  
Teaching Profession ◽  
School Education ◽  
Educational Professionals ◽  
Curriculum Guidelines ◽  
The Difference

O texto propõe que as formas de equacionar a formação dos profissionais daeducação básica exigem novos parâmetros. A 1ª. parte sugere a necessidade deanálises críticas dos perfis, protótipos de profissional e de formação que veminspirando as políticas, as diretrizes curriculares, os programas de sua formação. A2ª. parte traz as análises sobre as mudanças no trabalho e na condição docente e asexigências de outra formação. Sugere que o processo mais adequado de formulardiretrizes, políticas, currículos de formação será partir das experiências reais dadocência ou do trabalho e da condição docente. A 3ª. parte focaliza a tensaafirmação de Outras identidades docentes que vem dos Outros educandos eeducadores/as. Os educandos/as e os profissionais de sua educação são outros emclasse, raça, etnia, gênero, orientação sexual, afirmando a diferença de valores, deculturas, de experiências sociais. Diversidade que exige outros docentes e outraspolíticas de formação.Palavras-chave: Políticas de formação; Formação docente; Trabalho docente.The article proposes that ways of addressing the education of the professionals whowork in the school education require new parameters. The 1st part of the articlesuggests the need for critical analysis of the profiles, profesional and teachereducation prototypes that have inspired the policies, the curriculum guidelines andthe teacher education programmes. The 2nd part presents an analysis of the changesin the teaching labor and in the teacher condition as well as the requirements ofanother teacher education. The article suggests that the most appropriate process offormulating guidelines, policies and teacher education curricula rests upon realteaching experiences of teaching or work and teaching condition. The 3rd part of thearticle focuses on the tense affirmation of Others teachers’ identities that come fromOther learners and educators. Learners and educational professionals are the othersin class, race, ethinicity, gender, sexual orientation, who state the difference invalues, cultures and social experience. Thus, diversity requires other teachers andother teacher education policies.Keywords: Training policies; Teacher’s Training; Teaching Profession.

Meeting the Needs of Beginning School Administrators: Report of a Professional Induction Project

1993 ◽  
Vol 3 (3) ◽  
pp. 321-328
Author(s):  
Mitch Holifield ◽  
Dan L. King
Keyword(s):  
Teacher Education ◽  
School Administrators ◽  
New Teacher ◽  
Teaching Profession ◽  
State University ◽  
Educational Professionals ◽  
Departments Of Education ◽  
Teacher Education Graduates

With the implementation of the redesigned NCATE standards in 1985, schools, colleges, and departments of education became responsible for providing assistance to beginning educational professionals. Much attention has been given to identifying and providing activities that facilitate the entrance of new teacher education graduates into the teaching profession. Less attention has been given to issues related to the professional induction of other beginning educational professionals, especially school administrators. This article summarizes some of the pertinent background regarding the professional induction needs of beginning school administrators and describes a professional induction project initiated by Arkansas State University.

scholarly journals MOTIVATIONAL FACTORS AFFECTING RETENTION IN PRE-SERVICE TEACHER EDUCATION ACROSS KARACHI, PAKISTAN

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Intizar Hussain, Hina Hussain Kazmi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teaching Profession ◽  
Motivational Factors ◽  
Social Utility ◽  
Honors Programs ◽  
Factors Affecting ◽  
Gender Influence ◽  
The Difference

The undertaken study is intended to investigate motivations of student-teachers in the teaching profession. The sampled respondents include trainee prospective-teachers enrolled in B Ed Honors programs offered by University of Karachi through its affiliated colleges and at its main campus. This study ascertains the Factors that Contribute to their Motivation for Joining teaching profession. Obtained data was analyzed using ANOVA and T-Test statistics. Inferential statistics enabled researchers to find hidden meanings of the data by examining the difference between means of the data; by establishing relationships between the Variables of interest. some interesting findings such as; social utility of teaching, gender influence on selecting profession of teaching, parental qualification and profession’s influence on prospective teachers’ motivation etc. were challenging the traditionally held myths about motivational factors in choosing teaching profession, . The study bears implications for different stakeholders of the teacher education system in order to develop a learning environment that motivates the students to perform and achieve well.

scholarly journals Do social inequalities in smoking differ by immigration status in young adults?

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
J Kalubi ◽  
Z Tchouaga ◽  
A Ghenadenik ◽  
J O'Loughlin ◽  
K L Frohlich
Keyword(s):  
High School ◽  
Young Adults ◽  
Vocational Training ◽  
Social Inequalities ◽  
Preventive Intervention ◽  
School Education ◽  
High School Education ◽  
Social Gradient ◽  
Current Smoking ◽  
The Difference

Abstract Background Tobacco use accounts for half the difference in life expectancy across groups of low and high socioeconomic status. The objective was to assess whether social inequalities in smoking in Canada-born young adults are also apparent among same-age immigrants, a group often viewed as disadvantaged and vulnerable to multiple health issues. Methods Data were drawn from the Interdisciplinary Study of Inequalities in Smoking, a longitudinal investigation of social inequalities in smoking in Montreal, Canada. The sample included 2,077 young adults age 18-25 (56.6% female; 18.9% immigrants). Immigrants had been in Canada 11.6 (SD 6.4) years on average. The association between level of education and current smoking was examined separately in immigrants and non-immigrants in multivariate logistic regression analyses controlling for covariates. Results Twenty percent of immigrants were current smokers compared to 24% of non-immigrants. In immigrants, relative to those who were university-educated, the adjusted odds ratio (OR) (95% confidence interval) for current smoking was 1.2 (0.6, 2.3) among those with pre-university or vocational training, and 1.5 (0.7, 2.9) among those with high school education only. In non-immigrants, the adjusted ORs were 1.9 (1.4, 2.5) among those with pre-university or vocational training and 4.0 (2.9, 5.5) among those with high school education. Conclusions Despite a mean of over 10 years in Canada, young adults who immigrated to Canada did not manifest the strong social gradient in smoking apparent in non-immigrants. Identification of factors that protect immigrants from manifesting marked social inequalities in smoking could inform the development of smoking preventive intervention sensitive to social inequalities in smoking. Key messages A social gradient in smoking apparent in Canada-born young adults was not observed in same-age immigrants. Factors that protect immigrants against social inequalities in smoking should be identified.

scholarly journals Towards an Understanding of the Work of Teacher Education Professoriate in India

2018 ◽  
Vol 6 (1) ◽  
pp. 101-114
Author(s):  
Rajashree Srinivasan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Education System ◽  
Teacher Educators ◽  
Teacher Educator ◽  
School Education ◽  
Work Identity ◽  
Education In India ◽  
New Vision

Reforming the teacher education system has been a key government policy towards improving school education in India. While recent curriculum and governance reforms articulate a new vision of teacher education that underscores a symbiotic relationship between teacher education and school education, it fails to engage enough with the most important participant of the teacher education system—the teacher educator. Changes to curriculum and governance process in the absence of a pro-active engagement of teacher educators with the reforms can do little to influence the teacher education processes and outcomes. The work of pre-service teacher educators is complex because their responsibilities relate to both school and higher education. The distinctiveness of their work, identity and professional development has always been marginalized in educational discourse. This article analyses select educational documents to examine the construction of work and identity of higher education-based teacher educators. It proposes the development of a professional framework of practice through a collective process, which would help understand the work of teacher educators and offer various possibilities for their professional development.

scholarly journals The Pedagogic Signature of the Teaching Profession

2016 ◽  
Vol 5 (4) ◽  
pp. 201 ◽  
Author(s):  
Ewald Kiel ◽  
Thomas Lerche ◽  
Markus Kollmannsberger ◽  
Viktor Oubaid ◽  
Sabine Weiss
Keyword(s):  
Teacher Education ◽  
Scientific Knowledge ◽  
Teacher Educators ◽  
Teaching Profession ◽  
The Third ◽  
Theoretical Part ◽  
Filter Effect ◽  
Multi Method Approach ◽  
Method Approach ◽  
Beliefs And Attitudes

<p>Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are depicted. 2) In the empirical part, based on a multi-method approach, teachers’ and teacher educators’ beliefs and attitudes about a pedagogic signature are identified and ranked. It is argued that beliefs are of particular importance because they have a filter effect on how teachers deal with scientific knowledge. 3) The third part, the discussion, explains the findings, particularly the fact that moral aspects and aspects referring to a particular attitude play an overwhelming role. The explanation leads to some basic considerations on how to construct a pedagogic signature and on how such a signature can be turned into a viable concept for teacher education.</p>

scholarly journals Foreign language teacher education in Germany, Iran and Poland – a comparative study

2019 ◽  
Vol 26 ◽  
pp. 121-137
Author(s):  
Przemysław E. Gębal ◽  
Monika J. Nawracka
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching Profession ◽  
Language Teachers ◽  
Educational Systems ◽  
Academic Education ◽  
University Preparation ◽  
European Standards ◽  
Training Programmes ◽  
The Way

This article discusses the issues of academic education of foreign language teachers in three different educational systems. It presents them in the context of education culture and school culture, showing their influence on the way of organization and realization of education processes. School and education in general, including university preparation for the teaching profession is a place of developing so-called social capital. Reflection on the way these processes operate plays a key role in the planning and implementation of effective educational activities, using the so-called good practices of each of the systems. In the comparative research, the teacher training programmes in Iran, Germany and Poland are subject to comparative analysis against the framework of European standards for teacher education.

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

Knowledge, Gender and Power in Physical Education Teacher Education

1993 ◽  
Vol 37 (3) ◽  
pp. 259-278 ◽  
Author(s):  
Doune Macdonald
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
The Body ◽  
Interaction Patterns ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

This paper is part of a larger study which looked at the social construction of knowledge, beliefs, attitudes and practices in a physical education teacher education program. Through participant observations and interviews, texts of pedagogy were read in terms of their gendered discourses. Specifically the discourses associated with staffing patterns, students' physicality and body image, social interaction patterns, course knowledge, and research foci and how notions of ‘the body’ underpin these were examined. Analyses suggested that the female students were marginalised by the dominant discourses although there was resistance from some faculty and students. The conclusion is drawn that the teacher education program perpetuated masculine hegemony. It thus contributed to limiting the voice of women physical educators and the potential of all graduates to challenge the sexist structures within physical education and the teaching profession.

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