scholarly journals Pre-Service Teachers’ Reflective Practice and their Teaching Practicum Beliefs

2022 ◽  
Vol 3 (2) ◽  
pp. 105-119
Author(s):  
Arlon Ponce Cadiz
Keyword(s):  
Teacher Education ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Education Institution ◽  
Teaching Practicum ◽  
Significant Difference ◽  
Beliefs About Teaching ◽  
Teacher Education Institution ◽  
The Government

While learning assessment serves as feedback for teachers in maintaining or improving teaching practice, reflective practice play can be seen in how pre-service teachers plan, design, implement and evaluate their teaching approaches. Practicing reflection can help pre-service teachers starting to embrace the value and passion of teaching which manifests in their professional teaching practice. This study was conducted to determine the reflective practice of pre-service teachers and their teaching practicum experience. Involved in this study were 103 pre-service teachers from the government Teacher Education Institution. The study used self-developed survey questionnaires on pre-service reflective practice and beliefs about their teaching practicum. Results showed that there is a significant relationship between the reflective practice of pre-service teachers and their beliefs about teaching practicum. On the other hand, reflective practice as well as the beliefs of male and female pre-service teachers about their teaching practicum does not have a significant difference. Teacher educators should impart reflective practice as part of their teaching practicum. For further research, a wide scope of study may be conducted involving different Teacher Education Institutions in private and public Higher Education Institutions to verify the findings in this study.

scholarly journals Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities

2019 ◽  
Vol 8 ◽  
pp. 321-343
Author(s):  
Roba Danbi ◽  
Dereje Tadesse
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Education Institution ◽  
Structured Interviews ◽  
Institutional Conditions ◽  
Quantitative And Qualitative Research ◽  
Teacher Education Institution ◽  
The Government

This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

scholarly journals Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China

2018 ◽  
Vol 20 (2) ◽  
pp. 42 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Education Institution ◽  
Academic Preparation ◽  
Teacher Education Institution ◽  
Teachers Perspectives

This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.

scholarly journals DEVELOPMENT OF ATTITUDE TOWARDS REFLECTIVE TEACHING PRACTICE (RTP) SCALE

2020 ◽  
pp. 337-348
Author(s):  
Karuna K Simha ◽  
Umme Kulsum
Keyword(s):  
Teacher Education ◽  
Education System ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Fundamental Principle ◽  
Attitude Scale ◽  
Reflective Teaching ◽  
Reflective Practitioners ◽  
The Government

The NCF-2005, NCFTE-2009 and the New Education Policy-2020 recommend teachers to be reflective practitioners. The realization of the concept of reflective teaching practice helps us to openly accept the new changes that are brought about by the education system and enables us to progress towards the betterment of the education system. The fundamental principle of teacher education is to be on reflective teaching model. As the reflective practice has been introduced more recently, there has been a shift in the approaches of teaching from teacher centeredness to learner centeredness. Adapting to the novel changes requires a mind-set to acknowledge the changes and evolve according to the need. It also involves likes and dislikes which can be rightly called attitudes. It is helpful to know the level of attitude of teachers, so as to provide them with required training, motivation and support. This helps the teachers also to change their attitudes towards reflective teaching. The measurement of attitude towards reflective teaching practices enables the teacher-educators, the educationists and the government to design programmes to help teachers develop a positive attitude to the new recommendations. It also helps the teacher education institutions to inculcate the positive attitudes towards the reflective teaching so as to prepare the entrant teachers to become reflective practitioners. Hence the attitude scale was constructed. The main purpose of the attitude scale is to measure and quantify the attitude towards reflective teaching practices. The reflective teaching practice scale was developed based on Likert scale construction procedures. The theoretical framework was adopted from the Pollard’s Reflective Teaching.

scholarly journals Transforming Perspective Teachers' Beliefs about Teaching: What Teacher Educators do in a Teacher Education Institution in Pakistan?

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 545-554
Author(s):  
Haji Karim Khan ◽  
Yasmeen Batool ◽  
Farah Deeba
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Role Models ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Education Institution ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Teacher Education Institution

Taking the lenses of cultural perspectives, this study has investigated the role of teacher educators in transforming the teaching and learning beliefs of prospective teachers in a formal teacher education program in a remote mountainous region of Pakistan. We used a qualitative exploratory approach to conduct the study and collected data from eight teacher educators through semi-structured interviews, non-participatory observations of the classroom practices, as well as researchers' field, notes Findings, showed that the changing culture of teacher education in Pakistan seem to redefine and reinterpret teacher educators' roles in transforming prospective teachers' beliefs. As a result, teacher educators saw themselves as role models, counselors, mentors, storytellers, and listeners. These findings have pertinent implications for the teacher educators' roles in similar settings.

scholarly journals Understanding Malaysian ESL pre-service teachers’ beliefs about teaching and learning through metaphors

2020 ◽  
Vol 7 (2) ◽  
pp. 347-361
Author(s):  
Wan Noor Miza Wan Mohd Yunus
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Multiple Roles ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Government Schools ◽  
Teaching Practicum ◽  
Teachers Beliefs ◽  
Beliefs About Teaching

Teaching metaphors are often used in teacher education programmes for pre-service teachers to critically reflect on their teaching. Metaphors not only give insights into teachers’ beliefs and principles about teaching and learning but may also guide classroom practices. This article sought to explore three Malaysian ESL pre-service teachers’ teaching metaphors in different situations during their teaching practicum. The study also explored what the selected metaphors revealed about the pre-service teachers’ pedagogical beliefs. Data in this study was collected qualitatively by using semi-structured interviews and reflective tasks assigned after the pre-service teachers’ teaching practicum at local government schools. Findings indicated that the pre-service teachers have multiple roles, which are represented by various metaphors they formulated in different situations. It has been suggested that metaphors can be effective in eliciting beliefs as the constructed metaphors reveal much about the roles of the pre-service teachers. The major beliefs about teaching and learning generated by the research participants include meeting students’ needs, varying teaching approaches, and facilitating students. The implications of this study are for teacher educators to utilize metaphors in teacher education programmes and to acknowledge pre-service teachers’ beliefs as this may highly impact their practices and development.

scholarly journals Science teacher education for sustainable development: from intensions to realisation

2018 ◽  
Vol 14 (4) ◽  
pp. 350-367
Author(s):  
Kirsti Marie Jegstad ◽  
Astrid Tonette Sinnes ◽  
Sigrid Marie Gjøtterud
Keyword(s):  
Teacher Education ◽  
Sustainable Development ◽  
Science Teacher ◽  
Student Teachers ◽  
Teacher Educators ◽  
Participant Observation ◽  
Science Teacher Education ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Teacher Education Institution

Teacher education programs have an especially important role in reorienting education to realise education for sustainable development (ESD). In this paper, we investigate how ESD can be realised in science teacher education and we present findings from a case study in a Norwegian teacher education institution that has the overall aim of educating teachers who can contribute to sustainable development. Data was collected through participant observation and interviews, and, together with instructional artefacts and student assignments, analysed based on a model for science ESD. The paper provides an example of how ESD can be realised through a strengths model where ESD is founded in the strengths among the teacher educators and existing teaching practices. The results indicate that an emphasis on experiential learning and sociocultural learning theory builds a thorough foundation for ESD. However, the teaching has to be explicit in order to reach all student teachers.

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.

Equitable Teaching and the Core Practice Movement: Preservice Teachers’ Professional Reasoning

2020 ◽  
Vol 122 (11) ◽  
pp. 1-40
Author(s):  
Britnie Delinger Kane
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Student Teacher ◽  
Teacher Educators ◽  
Design Research ◽  
Teaching Practice ◽  
Student Thinking ◽  
The Core ◽  
Collaborative Analysis ◽  
Core Practice

Background/Context The Core Practice movement continues to gain momentum in teacher education research. Yet critics highlight that equitable teaching cannot be reduced to a set of “core” practices, arguing that such a reduction risks representing teaching as technical work that will be neither culturally responsive nor sustaining. Instead, they argue that preservice teachers need opportunities to develop professional reasoning that takes the specific strengths and needs of students, communities, and subject matter into account. Purpose This analysis takes up the question of how and whether pedagogies of investigation and enactment can support preservice teachers’ development of the professional reasoning that equitable teaching requires. It conceptualizes two types of professional reasoning: interpretive, in which reasoners decide how to frame instructional problems and make subsequent efforts to solve them, and prescriptive, in which reasoners solve an instructional problem as given. Research Design This work is a qualitative, multiple case study, based on design research in which preservice teachers participated in three different cycles of investigation and enactment, which were designed around a teaching practice central to equitable teaching: making student thinking visible. Preservice teachers attended to students’ thinking in the context of the collaborative analysis of students’ writing and also through designed simulations of student-teacher writing conferences. Findings/Results Preservice teachers’ collaborative analysis of students’ writing supported prescriptive professional reasoning about disciplinary ideas in ELA and writing instruction (i.e., How do seventh graders use hyperbole? How is hyperbole related to the Six Traits of Writing?), while the simulation of a writing conference supported preservice teachers to reason interpretively about how to balance the need to support students’ affective commitment to writing with their desire to teach academic concepts about writing. Conclusions/Recommendations This analysis highlights an important heuristic for the design of pedagogies in teacher education: Teacher educators need to attend to preservice teachers’ opportunities for both interpretive and prescriptive reasoning. Both are essential for teachers, but only interpretive reasoning will support teachers to teach in ways that are both intellectually rigorous and equitable. The article further describes how and why a tempting assumption—that opportunities to role-play student-teacher interactions will support preservice teachers to reason interpretively, while non-interactive work will not—is incomplete and avoidable.

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