scholarly journals Educational Research Within the Curricula of Initial Teacher Education: The Case of Slovenia

2020 ◽  
Vol 10 (3) ◽  
pp. 31-51
Author(s):  
Tina Štemberger
Keyword(s):  
Teacher Education ◽  
Educational Research ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Credit Transfer ◽  
Teacher Education Programme ◽  
Research Competence ◽  
Accumulation System

Professional learning is a continuum starting in initial teacher education and persisting throughout the teacher’s career. Initial teacher education programmes should therefore prepare prospective teachers for professional learning via research. There is, however, little knowledge about how initial teacher education programmes educate students about this important subject. The aim of this study was to identify how initial teacher education programmes in Slovenia address the question of empowering prospective teachers with research competence. We analysed all of the initial teacher education programme curricula and established that: (i) overall, more than half of the initial teacher education programmes do not include acquiring research competence as an aim of their study programmes; (ii) the majority of bachelor initial teacher education programmes include courses aimed at gaining research competence, but half of the master’s initial teacher programmes do not provide any courses related to research; and (iii) there is a variety of European Credit Transfer and Accumulation System weightings for educational research courses across initial teacher education programmes in Slovenia.

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.

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals Enhancing student teacher self-efficacy beliefs to teach priority learners in New Zealand

2017 ◽  
Vol 22 ◽  
pp. 36
Author(s):  
Sally Hansen ◽  
Alison Sewell ◽  
Sarojinie Fernando ◽  
Abdelhamid Safa
Keyword(s):  
Teacher Education ◽  
New Zealand ◽  
Teacher Efficacy ◽  
Student Teacher ◽  
Self Efficacy ◽  
Education Programme ◽  
Efficacy Beliefs ◽  
Initial Teacher Education ◽  
Teacher Education Programme ◽  
Teacher Efficacy Beliefs

The aim of this study was to explore the changes in student teacher efficacy beliefs for teaching priority learners over the course of a one-year postgraduate initial teacher education programme. The sample comprised 23 participants enrolled in the 2015 cohort in a pilot initial teacher education programme specifically tailored to enhance student teacher expertise to teach priority learners. Participants completed a specially designed and refined self-efficacy scale – Self-Efficacy with Diverse Learners: Student Teacher Scale – that targeted their efficacy beliefs about successfully promoting learning for priority learners at the start and at the end of their programme. Changes in efficacy beliefs were statistically measured and the findings indicated that student teacher efficacy beliefs for teaching priority learners had improved significantly over the course of their teacher education programme. In particular, the findings showed that their reported efficacy beliefs for implementing strategies for teaching English speakers of other languages, students with low socioeconomic status, and Māori learners had nearly doubled. Such findings have significant implications for teacher education reforms that aim to enhance student teacher adaptive expertise and in so doing, assist with the long-term goal of achieving more equitable educational outcomes in New Zealand.  

scholarly journals Searching for research results to inform the design of an initial professional teacher education programme for the foundation phase: A systematic review

2016 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Lucinda Du Plooy ◽  
Mphumzi Zilindile ◽  
Zubeida Desai ◽  
Benita De Wet ◽  
Lorna Holtman ◽  
...  
Keyword(s):  
Systematic Review ◽  
Teacher Education ◽  
Systematic Reviews ◽  
Research Question ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Teacher Education Programme ◽  
Process Stage ◽  
Programme Design ◽  
Professional Teacher

<p>This article reports on a systematic review conducted to inform the development of a professional teacher education programme for the foundation phase of schooling. The research question was: What do quality research studies identify as the components and/or characteristics of quality teacher education for the foundation phase programmes that allow new teachers to begin to teach for epistemological access. A search for systematic reviews on educational programmes related to foundation phase for initial teacher education was conducted for the period between 1980 and 2011. The researchers added Stage 0 as a fifth step to the traditional four-step systematic review process. Stage 0 or quasi-tertiary review allowed us to present substantive findings of the identified systematic reviews and to explore their methodological quality. From the initial 2876 hits (mostly health and medical studies), only 19 studies were related to the educational field. Only three of the 19 studies were finally accepted as eligible at Stage 0. None of the reviews directly addressed programme design but contained elements that were considered as useful when designing programmes. The present study makes it clear that there is a dearth of research on entire programmes related to initial teacher education for foundation phase teachers. </p>

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.

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