scholarly journals Evaluating Teacher-Candidates’ Teaching in the Extended Practicum

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Edwin G. Ralph ◽  
Brian W. Noonan
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Faculty Members ◽  
Teaching Performance ◽  
Program Administrators ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher

This study reports the aggregate results of the evaluations of the teaching performance of 17 cohorts of teacher-candidates (n = 374), who completed their extended practicum during their pre-service teacher-education program at one Western Canadian university. Over a 15-year period, one of the researchers served as the College Supervisor for these cohorts in their respective four-month internship in schools in a variety of locations throughout the province. The teacher-candidates’ final evaluations on nine categories of teaching performance revealed varying levels of strength among the skill areas. Implications of the findings are drawn: (a) for the undergraduate program administrators, faculty members, and practicum-program personnel at the university connected to this study, and (b) for other teacher-education institutions interested in making use of this information to help inform their deliberations in assessing/improving their own pre-service and practicum initiatives.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 271-291
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 1040-1059
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

scholarly journals INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 8-14
Author(s):  
K. Urazbaev
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Linear Regression Analysis ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio. 

scholarly journals English Pibid and the Big Screen: Expanding Pre-Service Teacher Education Spaces

2020 ◽  
Vol 20 (3) ◽  
pp. 499-518
Author(s):  
Ana Karina de Oliveira Nascimento ◽  
Ana Lúcia Simões Borges Fonseca
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Education Program ◽  
School Environment ◽  
Basic Education ◽  
Teacher Education Program ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

ABSTRACT Teacher education can take place in multiple spaces besides the school environment (university and basic education schools), following different paths and in a decolonial way. Having this in mind, a qualitative research with an interpretative scope was conducted during a year and a half, on the range of the English project of the National Pre-service Brazilian Teacher Education Program (Pibid) at a federal university in Brazil. In this article, the focus is on the analysis of pre-service teachers’ field diaries and their content concerning one of the activities developed as part of the project: going to the movies and reflecting upon some films. The experience revealed how pre-service teachers had the chance to reflect on the relationships they were able to establish with teacher education, and the readings and experiences provided by Pibid, thus corroborating the importance of decolonizing practices.

scholarly journals National Professional Standards for Teachers: Awareness, Perspective & Implementation in Pakistan

2020 ◽  
Vol 1 (4) ◽  
pp. 242-249
Author(s):  
Tariq Mahmood Tariq ◽  
Dr. Khushbakht Hina ◽  
Arshad Mahmood Arshad
Keyword(s):  
Teacher Education ◽  
Public Sector ◽  
Sample Size ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Professional Standards ◽  
Pre Service Teacher Education ◽  
Azad Kashmir ◽  
Pre Service Teacher

The main objective of the study was to investigate the perceptions of prospective teachers about the awareness of the implementation of national professional standards for teachers. The present study was descriptive followed by a survey method. The study was quantitative and the survey was used as the research design. The questionnaire was used as a research tool. Male and female prospective teachers of the pre-service teacher education program, B.Ed. (Hons.) Secondary of four public sector universities of Azad Kashmir session 2015-19 was the population of the study. The sample size was determined by using a stratified proportionate sampling technique. And the sample size was calculated by the Raosoft sample size determining formula. Thus the sample size was 196. In this study, the questionnaire was used as a research tool. All the statements of the questionnaire were according to the topic and objective of the study. The questionnaire was validated by the experts of the relevant field. According to the opinions and suggestions of the experts, statements were changed. The reliability of the questionnaire was measuring internal consistency by using Chronbach Alpha. Its value was found to 0.85. For data collection, a questionnaire was administered personally by the researcher to the sampled prospective teachers of the pre-service teacher education program B.Ed. (Hons.) Secondary of public sector universities of Azad Kashmir.

Teaching and Learning Simultaneously

2017 ◽  
pp. 48-67
Author(s):  
Yukari Takimoto Amos ◽  
Nicole M. Kukar
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Reflective Practitioners ◽  
Collaboration Process ◽  
The University ◽  
Collaboration Project ◽  
Traditional Class

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidates' exposure to ELLs with “third space” as a theoretical framework. In third spaces, boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the two teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELLs while taking a class about ELL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the participants with opportunities to immediately implement what they learned in a traditional class with the ELLs. In this boundary blurriness, the ELLs became from abstract to concrete in the participants' mind, and the participants became reflective practitioners.

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