scholarly journals The Reform of Teacher Education at the University of New Brunswick: Why and How?

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Mark Hirschkorn ◽  
Alan Sears ◽  
Sharon Rich
Keyword(s):  
Teacher Education ◽  
New Brunswick ◽  
Education Students ◽  
Education Literature ◽  
Number Of Factors ◽  
Education Community ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
One Year ◽  
The University

In the fall of 2008, the Faculty of Education at the University of New Brunswick implemented its ‘new’ Bachelor of Education program. This was precipitated by a number of factors including pressure from the education community in New Brunswick, streamlining due to declining faculty numbers, and a drive to incorporate recommendations drawn from recent teacher education literature. Two of the changes made were: (a) the program is now completed in 1 year (formerly 2 years); (b) education students complete a one year practical component at the same time they complete their on campus components. The article concludes with some implications for faculty at other institutions who may be asking themselves – are they ready to make changes in their programs?

scholarly journals Pre-service teachers’ views about their mathematics teacher education modules

Pythagoras ◽  
2012 ◽  
Vol 33 (1) ◽  
Author(s):  
Faaiz Gierdien
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Mathematics Teaching ◽  
Mathematics Teacher Education ◽  
School Mathematics ◽  
Analytic Framework ◽  
Bachelor Of Education ◽  
Faculty Of Education ◽  
The University ◽  
Teaching Implications

This article reports on the views of intermediate and senior phase pre-service teachers (PSTs) enrolled in mathematics education modules that attempt to teach both content and pedagogy. The PSTs are students in a four-year Bachelor of Education (BEd) model located in a faculty of education. Findings were analysed by means of an analytic framework that takes into account the university–school divide. Findings indicate that the PSTs position themselves in different ways with regard to their preparation for school mathematics teaching. Implications are considered, especially the PSTs’ affective views such as their anxiety and apprehension related to the discursive differences between the content in the university modules and school mathematics.

scholarly journals A school university teacher education partnership: Reconceptualising reciprocity of learning

2019 ◽  
Vol 10 (1) ◽  
pp. 138-156
Author(s):  
Deb Kaye Clarke ◽  
Matthew Winslade
Keyword(s):  
Teacher Education ◽  
Longitudinal Research ◽  
Initial Teacher Education ◽  
Professional Experience ◽  
Collaborative Partnerships ◽  
Education Students ◽  
Regional University ◽  
Key Stakeholders ◽  
Bachelor Of Education ◽  
The University

As initial teacher education students transition to the profession, the experiences offered by the university and partner institutions require intentional, careful, and strategic planning, to ensure positive relational, organisational, and pedagogical experiences for all stakeholders (Lynch & Smith, 2012; Moss, 2008). To minimise the tensions between the theoretical positioning of the university and the practicality of the classroom, respectful and collaborative partnerships need to be central to the design and facilitation of professional experience programmes (Lynch & Smith, 2012). The ‘Hub’ is a longitudinal research and practice partnership between a NSW regional university with Initial Teacher Education (ITE) programmes, and a local, multi-campus secondary College. This paper describes the outcomes of one collaboratively designed initiative of the project: evaluating a team teaching approach in the Bachelor of Education degree. Survey and interview data were gathered from all key stakeholders regarding the efficacy of the ‘teaming’ of academics and teachers to facilitate workshops in professional experience subjects. Survey data were statistically analysed, while thematic analysis was applied to qualitative artefacts. Results of the initial pilot indicate significant value-adding to the professional experience subjects, particularly flagging students increased readiness for employability. Reciprocally, the school teachers indicated their increased understandings of the preparedness of ITE students to engage in professional experience, their heightened capacity to reflect on practice, and enhancement of their leadership and mentoring skills.

scholarly journals Elaboración y validación de un cuestionario (CFVALMA), sobre la formación en valores del alumnado de magisterio (Questionnaire design and validation (CFVALMA), on the training in values of teacher education students)

Retos ◽  
2020 ◽  
pp. 68-78
Author(s):  
Jose Ignacio Soto González ◽  
Diego Collado Fernández ◽  
Beatriz Torres Campos ◽  
Rosario Padial Ruz
Keyword(s):  
Teacher Education ◽  
Delphi Technique ◽  
Questionnaire Design ◽  
Initial Training ◽  
Education Students ◽  
University Professors ◽  
Stated Objective ◽  
Faculty Of Education ◽  
The University ◽  
Teacher Education Students

La preocupación por la formación en valores es un tema de actualidad y considerado muy importante dentro de la formación inicial de los futuros docentes. El objetivo principal de este estudio es la elaboración de un cuestionario mediante el uso de la técnica Delphi para indagar acerca del conocimiento del alumnado de la Facultad de Ciencias de la Educación y la Escuela Universitaria de Magisterio La Inmaculada, pertenecientes a la Universidad de Granada, sobre la formación en valores recibida. Se usó una metodología descriptiva-transversal gracias a la técnica Delphi (n=9) para la elaboración del cuestionario. Se asegura la validez del instrumento gracias a la revisión llevada a cabo, la colaboración del panel de expertos y el pilotaje del cuestionario. En cuanto a la fiabilidad, se obtiene un Alfa de Cronbach de .940, que garantiza la fiabilidad de la herramienta, resultando una herramienta útil para el objetivo planteado.  Abstract: The terms of “values” ​​it is a nowadays issue, and considered even more important within the tasks that university professors, in charge of their initial training, must carry out. The main objective of this study is the elaboration of a questionnaire by using the Delphi technique to inquire about the knowledge of the teachers in training of the Faculty of Education Sciences and the University School of Teaching La Inmaculada, belonging to the University of Granada, on the teaching in values ​​received. A descriptive-transversal methodology for the elaboration of the questionnaire was used with Delphi technique (n = 9). The validity of the instrument is ensured after the review carried out, the collaboration of the panel of experts and the pretest of the questionnaire. Regarding reliability, a Cronbach's Alpha of .940 was obtained, which guarantees the reliability of the tool, resulting in a useful tool for the stated objective.

scholarly journals Sustainable Teacher Training via Distance Education: The Effect of Study Centers, Gender and Economic Demographics on Academic Performance

2021 ◽  
Vol 13 (14) ◽  
pp. 7965
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Paul Georgescu ◽  
Prince Harvim ◽  
Dianchen Lu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Distance Education ◽  
Academic Performance ◽  
Education Program ◽  
Teacher Education Program ◽  
Policy Implications ◽  
Education Students ◽  
Traditional Mode ◽  
The University ◽  
Better Than

We examine the effectiveness and sustainability of the distance teacher education program established by the University of Education, Winneba, Ghana, by investigating the differences in the academic performance of students who are trained in the teacher education program via traditional and distance education modes, respectively, from 2011 to 2015. Close attention is paid to the factors that affect the academic performance of students in the distance mode. Our findings confirm that traditional mode students perform better than their distance mode counterparts in terms of cumulative GPAs. Gender and economic demographics of distance study centers are found to affect the academic performance of distance education students significantly. The policy implications of these findings are discussed and directions of further action are outlined.

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 TEACHER EDUCATION STUDENTS' SELF-ASSESSMENT OF COMPETENCE FOR COOPERATION WITH PARENTS

2021 ◽  
Vol 1 ◽  
pp. 105-118
Author(s):  
Marina Đuranović ◽  
Siniša Opić ◽  
Irena Klasnić
Keyword(s):  
Teacher Education ◽  
Modern Society ◽  
Education Students ◽  
Self Assessment ◽  
Assessment Of Competence ◽  
The Times ◽  
The University ◽  
Composite Variables ◽  
Teacher Education Students ◽  
Insight Into

To be a teacher in the times of today is a great challenge. In order to respond to the needs of modern society, lifelong learning and mastery of numerous competences are expected of the teacher in various fields of work, wherein cooperation with parents is one of the extremely important areas. The goal of the research was to gain insight into self-assessment of competence of students at the Faculty of Teachers Education for future cooperation with parents. The research was implemented during October, 2020, on the sample of 416 students in their first, third and fifth year at the Faculty of Teacher Education of the University of Zagreb (Croatia). It is a futurological research for whose needs a questionnaire was designed with 26 manifest variables on an ordinal, five-degree Likert-type scale. From the manifest set of variables of competence for future cooperation with parents, three composite variables were formed: general cooperation competence, competence for cooperation directed to teaching efficacy, and competence for cooperation directed to communication with parents. The results show that the total student self-assessment of competences for future cooperation with parents is relatively positive, and the existence of statistically significant differences in all three composite variables. Faculties educating future teachers should introduce obligatory courses which would sensitise and capacitate them for future cooperation with parents.

scholarly journals Primary specialisations in Australia: graduates’ perceptions of outcome and impact

2021 ◽  
Author(s):  
S. Main ◽  
M. Byrne ◽  
J. J. Scott ◽  
K. Sullivan ◽  
A. Paolino ◽  
...  
Keyword(s):  
Teacher Education ◽  
Teaching Practice ◽  
Initial Teacher Education ◽  
Primary Teacher ◽  
Advisory Group ◽  
Australian Government ◽  
Ongoing Research ◽  
Mixed Methods Case Study ◽  
Bachelor Of Education ◽  
The University

AbstractIn 2014, the Australian Government established the Teacher Education Ministerial Advisory Group (TEMAG) to advise on how teacher education programmes could ensure new teachers were adequately prepared for the classroom. Following this, the Australian Government endorsed a key recommendation of the TEMAG Action Now: Classroom Ready Teachers report, the inclusion of specialisations in primary Initial Teacher Education (ITE). This research was conducted at an Australian public university that, in 2016, had embedded specialisations in a revised primary teacher programme structure and was one of the first ITE institutions in Australia to graduate primary teachers with a specialisation. Using a mixed-methods case study design with convenience sampling, this study sought to investigate these primary graduates’ perceptions of undertaking a specialisation in relation to the development of content knowledge and pedagogical knowledge in the specialist area, as well as perceived employment advantages. This research took place over 4 years with participants having completed a Bachelor of Education (Primary) at least three months prior to participating. The participants reported benefits to having completed a primary specialisation but expressed concerns about their preparedness to teach their specialisation and whether it would result in any advantages for employment. Recommendations from the participants included teaching practice in their area of specialisation, consideration of specialist skills and changing the timetabling of the specialisation in the programme. Ultimately, there is a need for ongoing research in this area to determine the extent to which primary specialisations deliver the intended outcomes and impacts at both the policy driver level and the university level.

Sign in / Sign up

Export Citation Format

Share Document