scholarly journals A Study on Teacher Education and Design for an ICT-based Future Elementary-Secondary School Using the Delphi Method

2017 ◽  
Vol 34 (1) ◽  
pp. 103-126
Author(s):  
박균열
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Delphi Method

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 Identifying Student Teachers’ Inquiry-Related Questions in Biology Lessons

2021 ◽  
Vol 11 (2) ◽  
pp. 87
Author(s):  
Matti Hiltunen ◽  
Sirpa Kärkkäinen ◽  
Tuula Keinonen
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Secondary School ◽  
Student Teachers ◽  
Secondary School Student ◽  
Basic Knowledge ◽  
Factual Knowledge ◽  
Primary School Student ◽  
Video And Audio ◽  
Higher Order Questioning

Prior research has shown that both teacher-led and recitation questions dominate in classrooms; teachers ask closed-ended questions more than open-ended questions. Even though classroom questioning has been studied in many previous studies there has been very limited research addressing the questioning of student teachers during inquiry-based biology lessons focusing on the inquiry stages: introduction, examination, and conclusion. In this study, a total of 21 lessons by 12 student teachers in primary and secondary schools were video- and audio-recorded. The recorded discussions were transcribed and the qualities of the questions were analyzed using content analysis, and the questions of student teachers were categorized into 10 different question categories. The findings revealed that primary school student teachers asked mainly for factual knowledge, concepts, and basic knowledge of species in all inquiry stages. Secondary school student teachers also asked mainly for concepts and basic knowledge of species. They also asked students to generate ideas and explain their answers, especially in the examination and conclusion stages. The present study indicates that student teachers’ questioning needs to be developed more towards higher-order questioning such as analyzing, synthetizing, and evaluating to scaffold students in inquiries and develop future teachers’ questioning skills in teacher education.

scholarly journals Investigating the Different Dimensions of Preservice Mathematics Teachers’ Understanding – The Case of Factorisation

2020 ◽  
Vol 45 (10) ◽  
pp. 73-94
Author(s):  
Olivia Fitzmaurice ◽  
◽  
Jacqueline Hayes ◽  
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Secondary School ◽  
Conceptual Understanding ◽  
Mathematics Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Procedural Understanding ◽  
Different Dimensions ◽  
Preservice Mathematics Teachers

This paper reports on a study designed to investigate preservice teachers’ understanding of factorisation, a topic not explicitly taught within their teacher education programme, but one they will be required to teach when they graduate. We query if the knowledge they bring from secondary school, prepares them sufficiently to teach their future students for understanding. 83 preservice secondary school mathematics teachers’ procedural and conceptual understanding of quadratic factorisation were assessed using Usiskin’s Framework for understanding mathematics (2012) which identifies several dimensions of understanding. The study provides evidence that the preservice mathematics teachers have a strong procedural understanding, and while some conceptual understanding does exist, there was very limited conceptual understanding within most of the dimensions of the framework (Usiskin, 2012). We conclude the paper by considering how teacher educators can address the issues of preservice teacher knowledge and understanding of content not formally covered within their teacher education programmes.

scholarly journals FoU-kompetansen til nyutdannede grunnskolelærere – grunnlag for skoleutvikling?

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Kristin Emilie Willumsen Bjørndal ◽  
Yngve Antonsen ◽  
Rachel Jakhelln
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Research And Development ◽  
Longitudinal Research ◽  
School Teacher ◽  
Development Work ◽  
Secondary School Teacher ◽  
Lower Secondary School ◽  
Qualified Teachers ◽  
Newly Qualified Teachers

De nye femårige grunnskolelærerutdanningene på masternivå skal kvalifisere for en profesjonsutøvelse som bygger på forsknings- og utviklingsarbeid (FoU). Det finnes få norske studier som undersøker hvordan lærere forstår og anvender forskningsbasert kunnskap i yrket (Mausethagen, 2015). Denne studien undersøker følgende forskningsspørsmål: Hvordan anvender nyutdannede lærere med master i grunnskolelærerutdanning sin FoU-kompetanse i skolen i de to første yrkesårene? Studien er en kvalitativ intervjustudie av 29 nyutdannede lærere etter ett år i yrket; 17 av informantene er også intervjuet på ny etter to år i yrket. Intervjudataene ble analysert ved bruk av temasentrert tilnærming. Undersøkelsen inngår i et longitudinelt forskningsprosjekt. Denne studiens resultater viser at FoU-kompetansen gir et kunnskapsgrunnlag for utvikling og forbedring av egen praksis, grunnlag for refleksjon over sin praksis og grunnlag for forbedring av undervisningspraksis og klasseledelse. Enkelte nyutdannede lærere blir også ressurspersoner på arbeidsplassen i sine fordypningsfag fra utdanningen. De nye lærerne har et positivt forhold til sin FoU-kompetanse og knytter den til personlig profesjonsutvikling, men forblir passive i forhold til skolens strategiske FoU-arbeid. Enkelte nyutdannede lærere uttrykker at de ikke anvender sin FoU-kompetanse utover egenrefleksjon i yrkesutøvelsen, på grunn av mange nye arbeidsoppgaver og tidsmangel. De nyutdannede oppfatter skolenes kvalitetsarbeid som utviklingsarbeid, og det er i mindre grad basert på systematisk forskningsarbeid. Resultatene indikerer at lærerutdanningen har et forbedringspotensial og bør vektlegge å utvide studentenes forståelse av FoU-kompetanse. Nøkkelord: femårig grunnskolelærerutdanning, forsknings- og utviklingsarbeid, nyutdannede lærere, FoU-kompetanse R&D competence of newly qualified primary and secondary school teachers – a basis for school development? AbstractThe new Norwegian five-year primary and lower secondary school teacher education at master level qualifies teachers for a professional practice based on research and development work (R&D). Few studies in Norway have investigated how teachers understand and apply research-based knowledge in the profession (Mausethagen, 2015). This theme is investigated in this study with the following research question: How do newly qualified teachers with master degree in primary and lower secondary school education use their R&D competence in school in the first two years? The data used were from semi-structured interviews of 29 newly qualified teachers after one year in the profession. We also interviewed 17 of the informants once more after two years’ work experience in the profession. The data were analyzed using theme-centered analysis. The study is part of a longitudinal research project. Results from the study show that R&D competence provides students with a knowledge base for development and improvement of their practice, a basis for reflection on the practice, and contributes to improving teaching practices and class management. Some newly qualified teachers also become resource persons in their subjects of specialization as a direct consequence of their education. The results also show variation in the newly qualified teachers’ participation in schools’ R&D projects, from central roles to completely peripheral participation. Other work tasks combined with time pressure prevent the use of R&D expertise. The results indicate that the new teacher education also has potential for improvement and should emphasize expanding the students’ understanding of R&D competence. Keywords: five-year primary and lower secondary school teacher education, research and development work, newly qualified teachers, R&D competence

scholarly journals Who Should Be Deciding What to Be Taught in Schools? Perspectives From Secondary School Teacher Education in Malawi

2018 ◽  
Vol 5 ◽  
pp. 238212051876790
Author(s):  
Matthews Tiwaone Mkandawire ◽  
Felix Kondwani Maulidi ◽  
James Sitima ◽  
Zubing Luo
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Curriculum Development ◽  
Public Participation ◽  
School Teacher ◽  
Secondary School Teacher ◽  
Teacher Trainees ◽  
Curriculum Choice

This study sought to gather perspectives on “who” and “what” should determine choice of the curriculum for secondary school teacher education. Five heads of departments for secondary school teacher education and 3 cohorts of secondary school teacher trainees participated in the study. Findings reveal mixed perspectives on determinants of curriculum choice. However, both sets of respondents agreed that there is need for increased and improved public participation in curriculum development activities. Practical and theoretical implications of the findings are discussed in this report.

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