scholarly journals Teacher’s in the Global Age: Diverse Roles

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. M. Ravi Babu
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Role Model ◽  
Teacher Educators ◽  
Education Programme ◽  
Economic Progress ◽  
The People ◽  
Global Age ◽  
Teacher Needs ◽  
Provider Role

Teacher Education has always been an important component of education since time immemorial. This is because all societies in the world have always needed teachers to propagate/transmit their cultures from one generation to another. Teachers need to be seen as creators of knowledge and thinking professionals. A teacher needs to be an information provider, role model, facilitator, assessor, planner, resource and developer. Educated teachers, with wide knowledge, command the respect of fellow teachers and the people in their communities. They need to be empowered to recognise and value what children learn from their home, social and cultural environment and to create opportunities for children to discover, learn and develop. Teacher is a facilitator, is a friend, and is a philosopher. The purpose of teacher education programme should be to develop in each student his general education and personal culture, his ability to teach and educate others, an awareness of the principles which underlines good human relations and a sense of the responsibility to contribute both by teaching and leading as an example to social, cultural and economic progress. The nation building task will be performed under the leadership of a brilliant set of teacher educators and master educators who will prepare the teachers and who in turn will develop the creative abilities of the teeming millions of the country. This paper discusses the diverse role of teacher’s in the global age.

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.

Curriculum of Teacher Education Programme: What Do Teacher Educators Say?

2021 ◽  
pp. 225-234
Author(s):  
Indrajeet Dutta ◽  
Sonal Chabra ◽  
Vanita Chopra
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Attitude Scale ◽  
Colleges Of Education ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
University Departments ◽  
New Vision

India has one of the largest systems of teacher education in the world. Besides the university departments of education and their affiliated colleges, government and government aided institutions; private and self-financing colleges and open universities are also engaged in teacher education. Though most teacher education programmes are nearly identical yet their standards vary across institutions and universities. However, teacher education curriculum across the country has been blamed for ineptitude and needs urgent reforms. Teacher educators are a pivotal point of this programme and their opinion regarding the curriculum is very important. Keeping the above in mind, the present study aimed to find out the attitude of teacher educators towards existing teacher education curriculum and the needed renewal in teacher education curriculum. Data was collected from randomly selected 107 teacher educators working in colleges of education affiliated to GGSIPU and M.D.U. A five point attitude scale was developed by the researchers for the purpose of ascertaining their attitude. The findings revealed that teacher educators are largely in disagreement with the current curriculum and hold that a new vision needs to be made for the education of teachers as per the present needs of globalisation, RTE norms, and adoption of inclusive education.

Pre-Service Secondary Teacher Education Programme: Some Concerns of Sustainability

2021 ◽  
pp. 29-37
Author(s):  
Indrajeet Dutta
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Secondary Teacher ◽  
Community Based ◽  
Teacher Education Programme ◽  
Teaching Pedagogy ◽  
Secondary Teacher Education ◽  
Do So

With the onset of a new academic session, teacher education programmes across the county will be in a new avatar. The revamping of a teacher education programme has been on the cards for several years but stiff resistance from different quarters of the educational community made it impossible to do so. The revised secondary teacher education programme is new in several counts. Firstly, curricular areas have been made more contextual, class, student and community based. Secondly, teaching pedagogy has been made more child centred, experiential and reflective. Thirdly, internship model has been introduced giving more thrust on acquisition of skills and competencies in actual classroom and real settings rather than artificial settings. But, the reform has brought several challenges in its realm which teacher education programmes and institutes have to face. The present paper deals with the new challenges like demand for teacher education programmes, the role of private teacher education institutes and their increasing focus on commercialization, demand for teacher educators and whether the new system is pro-rich or pro-poor student etc.

The edTPA as an Occasion for Structuring Faculty Dialogue Across the Divide? A “Checklist Manifesto” for a More Inclusive Teacher Education

2017 ◽  
Vol 40 (4) ◽  
pp. 314-321 ◽  
Author(s):  
Marleen C. Pugach
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
General Education ◽  
High Intensity ◽  
Teacher Educators ◽  
Widespread Adoption ◽  
Default Position ◽  
Inclusive Teaching

Collaboration across teacher education in the service of a more inclusive preservice pedagogy is now taking place within a context of high intensity accountability that includes the widespread adoption of the edTPA. This analysis explores how teacher educators in special and general education might advance the preparation of preservice students for inclusive teaching when faculty are obliged to use the edTPA to measure candidate learning. Drawing on Atul Gawande’s (2009) work in the field of medicine related to the value of using checklists to improve outcomes among experts in practical settings, the author proposes the Teacher Education for Inclusion Checklist. This tool is designed to help overcome the underappreciated power of the historical divide between general and special education, which often serves as a default position for how teacher educators work together, and to provide guidance for how faculty might engage in dialogue across the assessments mandated by the edTPA.

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 Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme

2021 ◽  
pp. 025576142198892
Author(s):  
Heidi Westerlund ◽  
Sidsel Karlsen ◽  
Alexis Kallio
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Education Programme ◽  
Professional Boundaries ◽  
Instrumental Case Study ◽  
Jewish Music ◽  
Cultural Boundaries

Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-female, Ultra-Orthodox Jewish music teacher education programme in Israel. Through a thematic analysis of data generated together with six teacher educators, we illustrate how their context-responsive approaches to developing programme visions engage with processes of censorship and cultural translation, as teachers work to align their professional boundaries within established religious boundaries. This boundary-matching and hybridity required may be seen to result in intense processes of professional reflexivity that raises questions as to how all teacher education programme visions might engage with the moral order of a society and highlights the need for international music teacher education to develop a critical, reflexive awareness of how values shape professional work.

scholarly journals TEACHER EDUCATION IN THE TIME OF COVID AND BEYOND

2021 ◽  
Vol 9 (47) ◽  
pp. 11615-11620
Author(s):  
Preetha George
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Programme ◽  
Daily Routine ◽  
Online Classes ◽  
Teacher Education Programme ◽  
Online Teacher ◽  
Feasible Solutions

The Covid-19 pandemic has shattered the lifestyle, daily routine, and especially the education system of the globe. The academic fraternity has been badly affected by this pandemic. Teacher educators across the different universities in India have been abruptly pushed into the charted online classes since India went into lockdown on March 25, 2020.The traditional teacher training practices created chaos in the online teacher preparation and practice procedures. The first part of this paper focuses on the challenges of teacher educators and prospective teachers during online teacher education programme and the second part envisages the need for an updated curriculum and a few feasible solutions to the problems highlighted.

scholarly journals Understandings and uses of assessment: case study with Spanish teacher educators

2021 ◽  
Vol 7 (4) ◽  
pp. 32-40
Author(s):  
André Moura ◽  
Amândio Graça ◽  
Paula Batista
Keyword(s):  
Teacher Education ◽  
Learning Process ◽  
Teacher Educators ◽  
Education Programme ◽  
Individual Interviews ◽  
Teaching Learning ◽  
Use Of Assessment ◽  
The Impact ◽  
Spanish Teacher

Assessment can serve different purposes. In Spain there has been an increase of research in assessment processes that intends to enhance students’ learning. Attending to this scenario, this study intends to explore the understandings of four teachers from one Spanish university, known as one of the most active in developing formative and shared assessment processes, about i) the process of implementing formative and shared assessment processes and ii) the impact of these assessments on students and on the teaching-learning process. Four teachers were purposively selected to be interviewed, according to their availability, use of assessment to promote students’ learning, work in a teacher education programme and have more than 15 years of experience as teacher. Analysis of data collected from semi-structured individual interviews resulted in the following themes i) formative and shared assessment – advantages vs. disadvantages, ii) vision about teacher education programmes, iii) teachers’ changes throughout their career, iv) students’ participation in assessment, and v) negotiating the teaching-learning process with students. These teachers consider that formative and shared assessment can be laborious, but worth the effort, mainly in teacher education programmes, where the focus is not only on student-person, but also on future teacher-person.

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