scholarly journals Elementary and Secondary School Teachers' Demands for Teacher Education Curriculum Reform

2011 ◽  
Vol 28 (3) ◽  
pp. 287-306 ◽  
Author(s):  
정미경 ◽  
Park Sang Wan ◽  
Byeong-Chan Kim ◽  
Kapsung Kim ◽  
유성창
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Curriculum Reform ◽  
Secondary School Teachers ◽  
Education Curriculum ◽  
School Teachers ◽  
Teacher Education Curriculum

scholarly journals STEM practices in Science teacher education curriculum: Perspectives from two secondary school teachers’ colleges in Zimbabwe

2021 ◽  
Vol 4 (2) ◽  
pp. 75-92
Author(s):  
Christopher Mutseekwa ◽  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Science Teacher ◽  
Stem Education ◽  
Secondary School Teachers ◽  
Science Teacher Education ◽  
Education Curriculum ◽  
School Teachers ◽  
Teachers Colleges ◽  
Teacher Education Curriculum

This study assessed how science, technology, engineering and mathematics (STEM) education is integrated in Science Teacher Education curriculum in Zimbabwe. An exploratory mixed methods research design, within the post-positivist paradigm, was used to guide the collection and analysis of data. Data were sourced from 18 Science teacher educators and 108 final year Science student teachers pooled from two secondary school Teachers’ Colleges through a semi-structured questionnaire, follow-up interviews, focus groups and documents. From the findings, it was evident that although a lot was done to promote STEM literacy in the two colleges, integration of STEM education and practices into the science education curriculum was coincidental rather than planned. Participation in Science exhibitions at local and national level that was common and increased enrolment of teacher candidates in STEM subjects was viewed as major ways to promote the initiative in the Teachers’ Colleges. However, support that targeted a teacher education STEM curriculum and integration/liaison with Engineering and industry was largely found lacking, suggesting the need for practices such as field-trips, work visits and partnerships that foster closer collaboration between colleges, schools, professional scientists and industry.

A Study on Site Suitability of the Secondary School Teacher Education Curriculum Focusing on Science and Math Subject

2015 ◽  
Vol 16 (4) ◽  
pp. 1-30 ◽  
Author(s):  
Seung Jung Kim ◽  
Soo Jeung Lee ◽  
Jung Cheol Shin ◽  
Jae Geun Kim ◽  
June hee Yoo ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Education Curriculum ◽  
Site Suitability ◽  
Teacher Education Curriculum

scholarly journals Teaching practice in teachers’ initial training in Cape Verde: supervisors’ perspectives

2020 ◽  
pp. 3-26
Author(s):  
Isabel Salomé de Miranda Santos de Lima ◽  
Ana Isabel Andrade ◽  
Nilza Maria Vilhena Nunes da Costa
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Training Needs ◽  
Cape Verde ◽  
Initial Teacher Education ◽  
Initial Training ◽  
School Teachers

This article aims to characterize the supervisors’ discourse about their TP in the context of initial teacher education of future Secondary School teachers in Cape Verde, trying to understand some of their limitations and/or failures while performing their academical duties and, consequently, their training needs. The methodology involves construction, validation, and application of questionnaires with 10 institutional supervisors, 19 cooperative supervisors and 66 future teachers, and in order to better understand the results interviews with 3 Higher Education supervisors and 3 school supervisors were carried out. The results show that it is urgent to develop supervisors’ competences, in order to promote reflexive and critical teachers, based on thinking and acting, as well as to increase collaboration with their peers, in a reflective scenario of teacher education. This will certainly enhance the quality of their supervisor role, and make them more active in their professional development, profile of trainees and, consequently, education in the archipelago, at large

scholarly journals Information and digital literacy of teachers in Slovakia an their adaptation on homeschooling

2021 ◽  
Author(s):  
Annamária Brijaková
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
New Media ◽  
Virtual Environment ◽  
Digital Literacy ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Innovative Methods ◽  
Questionnaire Method ◽  
Primary And Secondary School

The pandemic situation rapidly changed the way of education throughout the whole world. Teachers had to adapt to the virtual environment and started to use new media which many of them did not know before. In Slovakia, for some of them, it was a new opportunity how to transform education into the 21st century, others saw it as a challenge for learning to use innovative methods and technologies but many teachers perceived this period as very de-manding. Differences have emerged not only between individual schools but primarily bet-ween teachers themselves. The aim of our research during the closure of the schools was to map the situation regarding teacher education in information and digital literacy and their readiness to use technologies during a pandemic situation. The research was carried out using a questionnaire method with a total of 1670 participants. It was filled in by primary and secondary school teachers, inc-luding all types of schools (public, private, church and special).

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