scholarly journals On the value of general pedagogy practice in teacher education: A proposal of teaching practice tasks

2019 ◽  
pp. 103-133
Author(s):  
Olga Aleksandrowska ◽  
Joanna Gilis-Siek
Keyword(s):  
Teacher Education ◽  
American Studies ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Educational Standards ◽  
Key Concepts ◽  
General Pedagogy ◽  
Training Institutions ◽  
The University

The aim of the present paper is to explore the value of general pedagogy practice in educating pre-service teachers of English. In the first part of the paper, the discussion begins with a brief overview of some key concepts related to the teaching profession, teacher education and teaching practice. The major functions of teaching practice, with specific focus on general pedagogy practice, are examined in the light of the Regulation by the Minister of Science and Higher Education of 17 January 2012 on Educational Standards in Preparation for the Teaching Profession (2012). Furthermore, selected models and concepts of organising teaching practice at different Polish teacher training institutions are outlined. The second part of the paper is devoted to presenting an organisational framework of the general pedagogy practice at the Institute of English and American Studies, Gdańsk University. A proposal of a series of teaching practice tasks is put forward along with suggested content of the portfolio documenting trainees’ field experience. The paper closes with some recommendations for improving the quality of the university practicum programmes.

scholarly journals A research base for teaching in primary school: a coherent scholarly focus on the object of learning

2014 ◽  
Vol 4 (3) ◽  
pp. 15 ◽  
Author(s):  
Ruksana Osman ◽  
Shirley Booth
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Childhood Education ◽  
The One ◽  
The University

This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level – teacher educators, student teachers and practising teachers – research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

scholarly journals SYLWETKA ABSOLWENTA FILOLOGII GERMAŃSKIEJ O SPECJALNOŚCI NAUCZYCIELSKIEJ A RZECZYWISTY STAN PRZYGOTOWANIA KANDYDATÓW DO ZAWODU NAUCZYCIELA

Neofilolog ◽  
2019 ◽  
pp. 193-207
Author(s):  
Krystyna Mihułka
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Teaching Profession ◽  
Current State ◽  
Second Year ◽  
The University

The article presents and discusses the results of a questionnaire conduct-ed among third-year undergraduate students and second-year graduate students of German Philology at the University of Rzeszów taking the specialization in the teaching of German . The aim of the questionnaire was to draw attention to and assess the current state of the students’ preparation for work in the teaching profession. Analysis of the results reveals to what extent the programme of studies in the Department of German Philology, particularly within the teaching specialization, fulfils the students’ expectations. In addition, the respondents’ proposals con-cerning how the quality of teacher education in the Department of Ger-man Philology could be improved are presented and discussed by the author.

scholarly journals Curricula in Teacher Education for Diversity in the University of Namibia

2018 ◽  
Vol 7 (2) ◽  
pp. 91-121
Author(s):  
Beatrice Sinyama Sichombe
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Data Collection ◽  
Teaching Practice ◽  
Diverse Learners ◽  
Education For All ◽  
Cultural Curriculum ◽  
The University

Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs.  What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents.  I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society.  Data collection consisted of documents, and interviews.  Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.    

scholarly journals Newly Qualified Female Teachers’ Perception of Teaching Practicum as a Component of Initial Teacher Education in South Africa

2021 ◽  
Vol 10 (1) ◽  
pp. 38-69
Author(s):  
Charmaine Helena Iwu
Keyword(s):  
Teacher Education ◽  
Novice Teachers ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Teaching Profession ◽  
Initial Teacher Education ◽  
Pass Rates ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
Female Teachers

This study was undertaken with the aim of understanding how newly qualified female teachers perceive teaching practicum in the South African context. Teaching Practicum is a vital component of the initial teacher education (ITE) programme because it enriches future teachers’ knowledge, skills and abilities towards a lifelong career in the teaching profession. Teachers make valuable contributions to the growth of any nation as they help produce future leaders. It is therefore necessary to have a competent teaching workforce to improve pass rates as well as reduce dropout rates among learners. The study took the qualitative deductive premise making use of semi-structured interviews to collect data from more than 30 novice teachers. Key words, which helped in the identification of themes, were distilled from the responses. A core overall finding of the study point to a mix of experiences - benefits and shortcomings - which not only affect the development of prospective teachers but also have profound implications for both policy enhancement and implementation. Regarding policy enhancement and implementation, it is suggested that universities and schools where novice teachers are posted for teaching practice should have good relations for support advancements. In this case, it is advised that the novice teachers should be exposed to critical mentoring opportunities to allow for clearer understanding of the real classroom scope. This study believes that for this to be fruitful, schools should among others be well-equipped. Suggestions for further research are also flagged. .   

scholarly journals ENGLISH TEACHER EDUCATION IN SLOVAKIA

2021 ◽  
Vol 10 (2) ◽  
pp. 122-140
Author(s):  
Elena Kovacikova ◽  
Tomas Pechociak
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Career Development ◽  
Teaching Practice ◽  
English Teachers ◽  
English Teacher ◽  
University Preparation ◽  
The World ◽  
The Hours ◽  
The University

The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia

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.

scholarly journals Investigación sobre la práctica docente en las universidades

2014 ◽  
Vol 9 (17) ◽  
pp. 3-8
Author(s):  
Martha E. Báez
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Institutional Development ◽  
Critical Study ◽  
Anglo Saxon ◽  
Practice Elements ◽  
The Individual ◽  
The University

La investigación sobre la práctica docente (ISPD) en el contexto universitario es un estudio crítico de la docencia que busca reflexionar sobre esta para mejorar su incidencia en la calidad del aprendizaje de los estudiantes. Este artículo se basa en la experiencia de académicos anglosajones con este tipo de investigaciones, abordando los fundamentos conceptuales y metodológicos que la caracterizan y su importancia para el desarrollo individual e institucional de la docencia. Sin pretender hacer una presentación comparativa, se muestran elementos que asemejan y distancian la ISPD de la investigación tradicional.AbstractScholarship of Teaching and Learning (SoTL) in the university context is a critical study of teaching aimed at reflecting on its impact improving the quality of student learning. This article is based on the experience of Anglo-Saxon scholars on this type of study. It addresses the conceptual and methodological characteristics of this practice and its importance to the individual and institutional development of the teaching practice. Elements that relate and distant the SoTL from the traditions research are shown.

scholarly journals Perception of Teaching Practice of Croatian Students of Educational Faculties/Percepcija nastavne prakse hrvatskih studenata nastavničkih fakulteta

2019 ◽  
Vol 21 ◽  
Author(s):  
Marina Đuranović ◽  
Irena Klasnić ◽  
Marjan Ninčević
Keyword(s):  
Qualitative Research ◽  
Teaching Practice ◽  
Phenomenological Approach ◽  
Male Students ◽  
Future Teachers ◽  
University Department ◽  
Research Students ◽  
The University ◽  
Purposive Sample

Abstract Qualitative research in the field of pedagogy has been gaining in importance over the last few decades and is increasingly being applied in order to gain a greater insight into the researched subject matter. In this paper, we used the phenomenological approach to establish how students, who will become teachers, perceive teaching practice. Students of pedagogical departments, who were interviewed, have participated in teaching practice and as such are a valuable source of information about the subject. The study involved 307 participants, 102 male students and 205 female students. The participants were students the University of Zagreb, attendees of five branches of the University: the Faculty of Teacher Education, the Academy of Music, the Faculty of Kinesiology, the Faculty of Science and the University Department of Croatian Studies. A purposive sample was used which included students of pedagogical departments. The paper presents the answers given to three open ended questions. The analysis was conducted so that the collected statements of the participants were identified and sorted into categories in order to classify the empirical material. The results suggest that teaching practice has a number of positive influences on the work of future teachers, as well as numerous disadvantages. Students, as future teachers, presented a number of concrete proposals to improve the quality of teaching practice. Students, as users of teaching practice, should be constantly questioned and changes should be made based on their statements in order to help them become competent teachers who educate capable, satisfied, creative and happy students. This work could be a contribution to the development of a new PracticeRulebook. Key words: phenomenological approach; qualitative research; students; teaching practice Sažetak Svrha ovog rada bila je dobiti uvid u to kako studenti nastavničkih fakulteta percipiraju nastavnu praksu. Kvalitativna istraživanja u području pedagogije zadnjih desetljeća dobivaju na važnosti te se sve čeće primjenjuju kako bi se dobio sadržajniji uvid u istraživanu problematiku. U radu smo primijenili fenomenoloki pristup želeći ustanoviti kako studenti, budući učitelji, percipiraju nastavnu praksu. Studenti nastavničkih smjerova, koje smo intervjuirali, nazočili su nastavnoj praksi te kao takvi predstavljaju vrijedan izvor podataka o njoj. U ispitivanju je sudjelovalo 307 ispitanika, 102 studenta i 205 studentica. Ispitanici su bili studenti Sveučilita u Zagrebu, polaznici pet sastavnica Sveučilita: Učiteljski fakultet, Muzička akademija, Kinezioloki fakultet, Prirodoslovno-matematički fakultet i Hrvatski studiji. Uzorak je bio namjerni, njime smo obuhvatili studente nastavničkih studija. Radom su prikazani odgovori na tri pitanja otvorenog tipa. Analiza je provedena tako da su prikupljene izjave ispitanika identificirane i razvrstane u kategorije kako bismo klasificirali empirijski materijal. Rezultati sugeriraju da postoji niz pozitivnih vrijednosti nastavne prakse za rad budućih učitelja, ali i brojni nedostaci. Studenti, budući učitelji, iznose i niz konkretnih prijedloga kako unaprijediti kvalitetu nastavne prakse. Studente kao korisnike nastavne prakse treba kontinuirano propitivati te na osnovi njihovih iskaza unijeti promjene kako bi oni postali kompetentni učitelji te odgajali i obrazovali sposobne, zadovoljne, kreativne i sretne učenike. Ovaj rad mogao bi biti doprinos izradi novog Pravilnika o vježbaonicama. Ključne riječi:fenomenoloki pristup; kvalitativno istraživanje; nastavna praksa; studenti

scholarly journals Universitetsskolers bidrag til utvikling av lærerutdanningen ved Universitetet i Oslo

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Ida Katrine Riksaasen Hatlevik ◽  
Kirsti Lyngvær Engelien ◽  
Doris Jorde
Keyword(s):  
Teacher Education ◽  
Role Models ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Professionalism ◽  
Quality Work ◽  
Study Programs ◽  
University Of Oslo ◽  
The University

For å styrke kvaliteten på praksisopplæringen i lærerutdanningen og fremme FoU-kompetansen i skolene, har Kunnskapsdepartementet (2017) løftet frem etablering av utvidede partnerskap mellom lærerutdanningsinstitusjoner, skoler/barnehager og skole-eiere, som et sentralt strategisk grep. Artikkelen bidrar med ny kunnskap om hvordan utvidede partnerskap kan fremme kvalitetsutvikling av mer enn bare studentenes praksisopplæring. Universitetet i Oslo har ti års erfaring med utvidet partnerskap i form av universitetsskolesamarbeid med utvalgte ungdoms- og videregående skoler. Sam-arbeidet tar utgangspunkt i at universitet og skoler har ulike tilnærminger til læreres profesjonskunnskap. Begge tilnærmingene er essensielle, og til sammen gir de et godt utgangspunkt for å utforme og gjennomføre en god lærerutdanning. Artikkelen gir eksempler fra UiOs universitetsskolesamarbeid. Den analyserer disse i lys av indika-torer på velfungerende partnerskapssamarbeid mellom lærerutdanningsinstitusjon og praksisfelt, kvalitetsarbeid relatert til utvikling og vedlikehold av utdanningstilbud, og god lærerutdanning. Analysen av eksemplene viser for det første at i et velfungerende partnerskap kan universitetsskoler medvirke i kvalitetsarbeid i lærerutdanningen ved å være sentrale bidragsytere i forvaltning av lærerutdanningen, utvikling av studie-program, emner, undervisnings-, vurderings- og praksisformer, og gjennomføring av undervisning på campus så vel som i praksis. For det andre viser eksemplene at tett samarbeid med universitetsskoler om studentenes læring på campus og i skolen kan gjøre utdanningens kunnskapsgrunnlag, undervisning og vurderingsformer mer profesjonsrelevante, og gi studentene gode rollemodeller for profesjonsutøvelse, også på campus. Videre bidrar artikkelen med et teoretisk rammeverk av kvalitetsindikatorer som kan brukes i utforming av nye utvidede partnerskap og til analyse av eksisterende. Nøkkelord: utvidede partnerskap, universitetsskoler, kvalitetsarbeid, relevans, utdanningskvalitet The contribution of university schools to the development of Teacher Education at the University of Oslo AbstractEstablishment of close and committed partnerships between teacher education institutions, a few selected teacher education schools (university schools), and school owners is an important strategy put forth by the Department of Education (2017) to strengthen the quality of practice in teacher education as well as to increase research-based development in schools. In this article, we provide new knowledge of how partnerships with university schools are able to promote quality improvement in various parts of the teacher education program. The University of Oslo has ten years of experience working with university school relationships in which both types of institutions have unique and complementary ways of looking at and working with teacher professionalism in teacher education. The article provides examples from this partnership, analyzing them in light of indicators of: well-functioning partnerships between the teacher education institution and practice schools; quality work related to the development of study programs for teacher education; and good teacher education. The article’s main findings are that in a well-functioning partnership, university schools are able to influence the quality of teacher education programs by contributing to the management of study programs, including courses, teaching, evaluation and practice forms on campus and within school practice. In addition, close connections between school and campus promote professional relevance for teacher education students and provide good role models for understanding the professionalism of becoming a teacher. The article also provides a theoretical framework of quality indicators that may be used in analyzing partnerships between teacher education intuitions and schools. Keywords: close and committed partnerships, teacher education schools, quality work, relevance, educational quality

scholarly journals ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Saima Bibi ◽  
Muhammad Saeed
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Education Programs ◽  
Assessment Procedure ◽  
Education Programs ◽  
Use Of Technology ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

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