Teacher Education for the Future: Some Australian Perspectives

2007 ◽  
Vol 7 (1) ◽  
pp. 27-39
Author(s):  
Anne Power ◽  
Beth Southwell ◽  
Ros Elliott
Keyword(s):  
Teacher Education ◽  
Community Of Practice ◽  
Teacher Educators ◽  
Experienced Teachers ◽  
Professional Experience ◽  
Common View ◽  
The Pacific ◽  
The Future ◽  
Perceived Constraints ◽  
The University

Teacher Education for the Future: Some Australian PerspectivesAs a result of presentations in the PCC Conference in Sydney in 2005, this research aims to contribute Australian voices to the project being conducted simultaneously in other countries from the Pacific Circle Consortium. The research used project-devised survey and interview instruments with purposive sampled pairs of teachers and pre-service teachers during professional experience in 2005 and with teacher educators from the University of Western Sydney. The findings indicated that the participants have a common view of the purpose of education. However, there were range of issues that this view prompted participants to discuss. There were also perceived constraints, especially expressed by the experienced teachers. Implications of this finding are that teachers need forums in which to discuss their deep-seated philosophical approaches as they build a sustainable community of practice. The findings of this project can powerfully contribute to policy making at national and international government and university levels as they raise implications of how we meet challenges in future teacher education.

scholarly journals Education for Social Change: The Case of Teacher Education in Wales

2021 ◽  
Vol 13 (15) ◽  
pp. 8574
Author(s):  
Rebecca Weicht ◽  
Svanborg R. Jónsdóttir
Keyword(s):  
Teacher Education ◽  
Social Change ◽  
Teacher Educators ◽  
Entrepreneurial Education ◽  
Constructive Learning ◽  
Study Approach ◽  
The University ◽  
Action Competence ◽  
Shed Light

Entrepreneurial education offers valuable opportunities for teachers to foster and enhance creativity and action competence, which are also important for sustainability education. The University of Wales Trinity Saint David (UWTSD) is a leader in the development of entrepreneurial education in teacher education both in Wales and internationally. The objective of this article is to shed light on how an entrepreneurial education approach can help foster social change. The aim of this study is to learn from teacher educators at UWTSD about how they support creativity, innovation, and an enterprising mindset in their learners. A case study approach is applied. By analysing documentary evidence such as module and assignment handbooks, we explore how teacher educators at UWTSD deliver entrepreneurial education for social change. Our findings indicate that UWTSD’s development of entrepreneurial education in teacher training has enabled constructive learning, cultivating creativity and action competence. We provide examples that display how the intentions of the Curriculum for Wales and entrepreneurial education approaches of the UWTSD emerge in practice. These examples show outcomes of the entrepreneurial projects that evince the enactment of social change. The findings also show that the educational policy of Wales supports entrepreneurial education throughout all levels of the educational system.

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

2018 ◽  
Vol 69 (2) ◽  
pp. 140-153 ◽  
Author(s):  
Lorena Guillen ◽  
Ken Zeichner
Keyword(s):  
Teacher Education ◽  
Pacific Northwest ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Educators ◽  
Local Community ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based ◽  
The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

scholarly journals From Gender-segregated Subjects to Multi-material Craft: Craft Student Teachers’Views on the Future of the Craft Subject

2015 ◽  
Vol 8 (3) ◽  
Author(s):  
Jaana Lepistö ◽  
Eila Lindfors
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Basic Education ◽  
School Subject ◽  
Entrepreneurial Behaviour ◽  
The Future ◽  
Gender Based ◽  
The University ◽  
Multiple Skills

This paper describes the views of student teachers of craft about the future of craft as a school subject. The study was conducted at the University of Turku, Department of Teacher Education, in Rauma in 2014. The literature review revealed that the subject of craft in Finnish basic education is understood as a dialog between the maker and the materials. However, teaching and learning craft in schools and in teacher education has a strong gender-based tradition. The aim of this study is to investigate student teachers’ understanding of craft as a school subject in the future and their solutions to teaching craft in basic education. The data were collected from essays (N = 20) written by student teachers of craft. The essays were analyzed qualitatively using content analysis. The results showed that the student teachers of craft viewed holistic craft, reflective action readiness, entrepreneurial behaviour, multiple skills, the use of versatile materials, and craft as sources of pleasure and the main solutions for the future of craft as a subject.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

Regional origins of student teachers at the University and College in Bath

1980 ◽  
Vol 23 (1) ◽  
pp. 1-5
Author(s):  
K. Austwick ◽  
K. A. Carter
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Student Teachers ◽  
Colleges Of Education ◽  
General Study ◽  
The Future ◽  
One Year ◽  
The University

Entry into teaching in the future is likely to be via three main routes-the B.Ed. degree, offered in many of the former Colleges of Education; a degree followed by a one-year postgraduate certificate in education; and a concurrent course. All three routes are available in Bath, in either the University or the College of Higher Education, and all are validated by the University. This paper seeks to trace the regional origins of the students who are recruited to these courses and to make some comparison with a more general study of the University's undergraduate intake in 1968 carried out by G. H. Hones (1973). Some similarities exist between the College intake of today and the University intake of 1968, but there are some interesting differences in recruitment to teacher education between the three routes.

scholarly journals Universitetsskolen – et bud på en didaktisk orienteret forskningsbasering af læreruddannelsen

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Dorthe Carlsen ◽  
Alexander Von Oettingen
Keyword(s):  
Teacher Education ◽  
Empirical Data ◽  
Teacher Educators ◽  
School Students ◽  
Primary School Teachers ◽  
School Practices ◽  
Education Practice ◽  
Nuanced Understanding ◽  
The One ◽  
The University

I disse år er både i Danmark og internationalt fokus på, hvordan læreruddannelsen på den ene side kan blive mere forskningsbaseret og på den anden side forbindes tættere til praksis. Dette fokus bygger på en forestilling om, at forskningen yder et vigtigt bidrag til uddannelsen af kommende folkeskolelærere, men også at denne forskning skal være koblet stærkt til praksis, og at den skal kunne formidles til både skolens praksis og uddannelsen. Med andre ord ekspliciteres en bestemt forestilling om, hvad forskning er og skal. I artiklen udfordres denne grundlæggende forståelse af, hvad forskning i en læreruddannelseskontekst er og skal være, og der peges på et transformatorisk forskningsbegreb der skelner mellem teori, empiri og praksis. Gennem erfaringer fra forsknings- og skoleudviklingsarbejde i Universitetsskolen vises hvordan studerende, lærere og læreruddannere gennem refleksive og transformative processer mellem teori, empiri og praksis får en mere nuanceret forståelse for skolens og uddannelsens praksis. Nøgleord: læreruddannelse, praksissamarbejde, forskningsbasering, forskningsbegreb, teori–praksis “The University School” – a suggestion of a more didactically oriented concept of research AbstractIn Denmark as well as internationally, there is increasing focus on how teacher education can become on the one hand more research-based, and on the other, more closely linked to practice. This is based on the notion that research provides an important contribution to the education of future primary school teachers, while such research must be strongly linked to practice and at the same time communicable to the school, both in practice and for educational purposes. In other words, a certain idea of what research is, and which purpose it holds, is explicated. In this article, the basic understanding of the role and purpose of research in the context of teacher education is challenged, and a transformatory concept of research is outlined – one that distinguishes between theory, empirical data, and practice. Through experience from research and developmental work in the schools participating in “The University School”, students, teachers, and teacher educators are shown ways to develop a more nuanced understanding of school practices and education through reflexive and transformative processes between theory, empirical data and practice. Keywords: teacher education, practice collaboration, research-based, concept of research, theory–practice

scholarly journals The Implementation of the Coaching Approach to Professional The Implementation of the Coaching Approach to Professional Experience (CAPE) Model in Indonesian initial Teacher education: Experience (CAPE) Model in Indonesian initial Teacher education: The Participants’ Perspectives The Participants’ Perspectives

2021 ◽  
Vol 46 (3) ◽  
pp. 20-35
Author(s):  
Urip Sulistiyo ◽  
◽  
Muhammad Rusdi ◽  
Jennifer Clifton ◽  
Heather Fehring ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
School Principal ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Education Experience ◽  
Qualitative Focus Groups ◽  
Research Findings ◽  
Coaching Approach

Professional experience is considered essential to enable pre-service teachers (PSTs) to implement what they have learned during their initial teacher education (ITE) programto school environments. There are multiple models of professional experience that address the issue of integrating theory and practice. This article reports on findings of the implementation of the Coaching Approach to Professional Experience (CAPE) modelin an ITE program in Jambi University, Indonesia. Using qualitative focus groups, this research focuses on the perceptions of PSTs, a school principal, mentor teachers, teacher educators(lecturer) and a coach regarding the implementation of the CAPE model. The research findings indicate that the role of the coach helped PSTs as they were able to individualise and focus on developing teaching skills. However, several weaknesses were also identified. In adapting the model to Jambi University’s context, the structure of the CAPE model was too general. The coach working with PSTs was not entirely free from her/his teaching duties, thus limiting the PST-coach interactions. This article discusses these findings and concludes by offering recommendations for future adaptions of the CAPE model in Indonesia and beyond.

scholarly journals Image of the University Faculty in the View of Student Teachers

2015 ◽  
Vol 1 ◽  
pp. 186
Author(s):  
Baiba Kaļķe ◽  
Sanita Baranova
Keyword(s):  
Teacher Education ◽  
Personality Traits ◽  
Student Teachers ◽  
Visual Image ◽  
University Faculty ◽  
Professional Performance ◽  
The Future ◽  
Performance Results ◽  
The University ◽  
Analysis Of Performance

<p><em>In the article "Image of the University Faculty in the View of Student Teachers", the methods of survey and analysis of performance results are used to explore the image of university faculty in the experience of students of teacher education and pedagogics. An illustrative example is one of the key tools of education in pedagogics. It is significant to investigate the image of university faculty in teacher education because the university teacher also serves as a model of the professional pedagogical performance for student teachers in teacher education. The article highlights the visual image of the university teacher and their most typical personality traits that might have impacts on the future professional performance of student teachers.</em> <em></em></p>

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