scholarly journals Master’s thesis – a tool for professional development? Teachers’ experiences from Finnish teacher education

2019 ◽  
Vol 13 (2) ◽  
pp. 76-92
Author(s):  
Gunilla Eklund ◽  
Jessica Aspfors ◽  
Sven-Erik Hansén
Keyword(s):  
Teacher Education ◽  
Qualitative Content Analysis ◽  
Scientific Work ◽  
Teaching Profession ◽  
Theoretical Concepts ◽  
Subject Knowledge ◽  
Daily Work ◽  
Teachers Experiences ◽  
Master's Thesis ◽  
One Year

This study aims to investigate teachers’ experiences regarding their master’s theses directly after finishing teacher education and after one year in the profession. Previous research exposes the field as problematising the relationship between teachers’ independent scientific work and their professional qualification. Healey’s (2005) model, characterising four distinctions between research and teaching, provides a frame for analysing the theoretical concepts used in the present study. In this empirical study, 18 teachers were interviewed twice, immediately after completion of teacher education and after one year in the profession. The qualitative content analysis results in three themes characterising the teachers’ experiences with their master’s theses, focusing on their learning experiences and their relation to the teaching profession. These themes are subject knowledge, research-related knowledge and self-knowledge. The results show that the master’s thesis can be perceived as a tool for developing teachers’ knowledge, yet there is a need to facilitate the integration of their knowledge into their daily work and its relevance for the school community.

„Studium wolne” a zagadnienie kształcenia nauczycieli szkół średnich na Uniwersytecie Warszawskim w okresie II Rzeczypospolitej

2017 ◽  
Vol 62 (0) ◽  
pp. 86-111
Author(s):  
Kalina Bartnicka
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Content Knowledge ◽  
Master's Degree ◽  
School Teacher ◽  
Teaching Profession ◽  
Master’S Degree ◽  
One Year ◽  
Pedagogical Research ◽  
The University

In 1918, Poland’s education authorities began to build a uniform school system. Improving secondary education and organising teacher education were important tasks. In the 1870s education in Galicia was Polonised (including universities in Cracow and Lviv), and a system of secondary school teacher education was established. Candidates were educated at university philosophical faculties. Qualifications were obtained after passing state examinations in content knowledge and pedagogical knowledge. University studies in the Second Polish Republic were organised according to the principles of “free study”, which educated researchers. A vast majority of students undertook studies to prepare for the teaching profession. The article deals with the adjustment of ministerial regulations and studies at the Faculty of Philosophy (later Faculty of Humanities and Faculty of Mathematics and Natural Sciences) at the University of Warsaw to the needs of vocational education of teachers. Since 1926, future researchers and future teachers were subject to the Master’s degree regulations. The choice of career in teaching or in academia began only after obtaining a Master’s degree. Additionally, teachers needed to acquire theoretical and practical pedagogical qualifications: during a one-year or two-year pedagogical program organised by Bogdan Nawroczyński at the Faculty of Humanities. This period saw the development of pedagogical research and an increased interest in pedagogy.

scholarly journals Implementation of Internship in 2 Year B.Ed. Course – A Challenge or Routine Task

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Parijat Chakrabarty
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Styles ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Teaching Skills ◽  
Integrate Theory ◽  
Practice Plan ◽  
Qualified Teacher ◽  
One Year

<em>In the recent years all over India there has been a drastic change in B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to place a student teacher in a classroom situation under the supervision of a qualified teacher. The concept of Internship introduced in the two year B.Ed. course throughout the country is quite challenging one for all the teacher education institutions. The aim of internship program is to incorporate teaching skills among the student teachers.  Internship program is an effective way to give training to the student-teachers about real world of work. It give them an opportunity to integrate theory and practice, plan and deliver lessons properly, critically analyze their own and peers teaching styles and improve them in the light of feedback given by supervisors. Through this program they understand the role and responsibilities of professional teachers. Internship program also give them opportunity to understand different aspects of school program and improve their skills and abilities in teaching profession. An effective and improved internship program is required in developing student-teachers personalities as true professionals in field of education. </em>

scholarly journals Students experiences of peer-support during a Master’s thesis process

2017 ◽  
Vol 5 (1) ◽  
pp. 22
Author(s):  
Pirjo Kaakinen ◽  
Marjo Suhonen ◽  
Sonja Lutovac ◽  
Raimo Kaasila
Keyword(s):  
Health Care ◽  
Peer Support ◽  
Qualitative Content Analysis ◽  
Peer Support Group ◽  
Open Questions ◽  
Opportunities For Learning ◽  
Master's Thesis ◽  
Research Plan ◽  
Support Skills ◽  
One Year

Working as an expert in health care requires peer-support skills. The aim of the study is to describe students’ (n = 8) experiences of peer-support from other students during their Master’s thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master’s thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students’ feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master’s thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

scholarly journals Evaluating learning objectives of the pre-school teacher education programme in terms of special field competencies

2019 ◽  
Vol 19 (1) ◽  
pp. 35-44
Author(s):  
Ozden Demir ◽  
Metin Kartal ◽  
Halil Ibrahim Kaya
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education Programme ◽  
Teaching Profession ◽  
Learning Objectives ◽  
Teacher Education Programme ◽  
National Education ◽  
Teaching Qualifications

In Turkey, as in other countries, candidate teachers are expected to achieve the teaching qualifications and competencies outlined by the ministries of education. In Turkey’s case, the Ministry of National Education of Turkey (MoNE) (Yüksek öğretim Kurulu (YÖK), 1998; MoNE, 2006) has developed the general competencies for the teaching profession including six-main competency domains called A-B-C-D-E-F, associated thirty-one sub-domains, and 233 teaching performance indicators for knowledge, skills, and attitudes for the teacher education programmes. More specifically, special field competencies for pre-school teachers have been developed to bring effective-teaching and learning to both public and private schools. This study analysed general competencies and related special field competencies with the aim of determining the extent to which there is a correlation between the general competencies of Pre-School T eacher Education Programmes and the courses’ learning objectives and sub-competencies. Qualitative content analysis methods yield the descriptive frequencies presented. This exploratory approach of these important elements of a teacher education programme will be useful to determine and seek to eliminate the intended and enacted gap between the learning objectives and the special field competencies. This study is offered as an example comparison among these elements that might also be helpful in the evaluation of teacher education programmes in other contexts.  

scholarly journals Becoming a Language Teacher

2015 ◽  
Vol 9 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Anne Huhtala
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Identity ◽  
Personal Narratives ◽  
Working Life ◽  
Teaching Profession ◽  
Language Teachers ◽  
Subject Knowledge ◽  
Heavy Workload ◽  
Future Work

In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher identity and (b) teaching profession. They see teaching as meaningful and rewarding, but tell about worries connected to: (a) appearing in class and not having enough subject knowledge; (b) contacts with teenagers and their parents; and (c) heavy workload and lack of time. The results give support to previous studies indicating that novice teachers would benefit from organized mentoring sessions during transition to working life, so as to make it smoother and less challenging.

About Innovative Content of Subject-Oriented Pedagogical Education

2019 ◽  
Vol 28 (10) ◽  
pp. 106-117
Author(s):  
R. M. Asadullin
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Educational Process ◽  
Professional Activity ◽  
Subject Knowledge ◽  
Technological Structure ◽  
State Pedagogical ◽  
High Level ◽  
Competencies Development

The continuous modernization of the education system makes the problems of the quality of teacher training increasingly relevant. Moreover, the measures taken to improve the system of teacher education are largely confined to the introduction of new organizational and managerial mechanisms and practically do not affect the internal content and technological structure of the teacher training process.Modern pedagogical universities are constantly looking for innovative models of training teachers that will be able to solve non-standard social and professional tasks. However, recent studies in this area do not fully take into account the nature of pedagogical activity and conditions of its formation. Thus, the need arises for a special study of the processes and means of updating the content and technologies of teacher training in order to control the level of students’ professional competencies development, as required by educational and professional standards. This means the creation of a special educational system in a pedagogical university, which can provide a harmonious and synchronous mastering by future specialists of both subject knowledge and methods of pedagogical activity.The article provides a theoretical study aimed at identifying key patterns of designing a new content for teacher education, the basis of which is the formation of a future teacher as a subject of his own professional activity. The author describes the experience of using a subject-oriented model of education, implemented at Bashkir State Pedagogical University n.a. M. Akmulla. The effectiveness of this model is confirmed by the high level of students’ mastery of designing methods and constructing the educational process, as well as their positive experience in the implementation of educational activities.

scholarly journals Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable Development

2011 ◽  
Vol 13 (1) ◽  
pp. 43-61 ◽  
Author(s):  
Inga Gedžūne ◽  
Ginta Gedžūne
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Qualitative Content Analysis ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Frame Of Reference ◽  
Primary School Teacher ◽  
Ecological Consciousness ◽  
Research In Education

Exploring and Promoting Ecological Consciousness in Teacher Education: the Possibilities of Educational Action Research in Education for Sustainable DevelopmentThe paper reports on the findings of a qualitative study with 39 first year students of pre-school and primary school teacher education programmes who are taking an educational action research based study course "Environmental Pedagogy". The study aimed at engaging the students in reflection on their experiences of interaction with nature and uncovering their views on ecological consciousness. Qualitative content analysis sought emergent themes in students' reflections. A conceptual framework was identified containing three frames of reference: (1) inclusion-oriented frame of reference; (2) exclusion-determining frame of reference and (3) solution-oriented frame of reference. Conclusions were drawn about the possibilities of educational action research to encourage students' reflection on ecological consciousness and building sustainable and inclusive relationships with the world.

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 skills as everyday practice – implications for education

2016 ◽  
Vol 6 (3) ◽  
pp. 224-236
Author(s):  
Inga Wernersson ◽  
Monica Hansen Orwehag
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Professional Education ◽  
Design Education ◽  
Research Question ◽  
Work Practice ◽  
Content Type ◽  
Analytical Skills ◽  
One Year ◽  
Almost All

Purpose – The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach – Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings – Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications – The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications – This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications – Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value – The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

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