scholarly journals Evaluation of the Teacher Education Programs in EFL Context: A Testimony of Student Teachers’ Perspective

2019 ◽  
Vol 12 (1) ◽  
pp. 127-146 ◽  
Author(s):  
Abdul Karim ◽  
◽  
Faheem Hasan Shahed ◽  
Abdul Rashid Mohamed ◽  
Mohammad Mosiur Rahman ◽  
...  
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Context

How the Match Gets Made: Exploring Student Teacher Placements across Teacher Education Programs, Districts, and Schools

2021 ◽  
pp. e20200014
Author(s):  
Elise St. John ◽  
Dan Goldhaber ◽  
John Krieg ◽  
Roddy Theobald
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Education Programs ◽  
K 12

Emerging research finds connections between teacher candidates’ student teaching placements and their future career paths and effectiveness. Yet relatively little is known about the factors that influence these placements and how teacher education programs (TEPs) and K-12 school systems match teacher candidates to mentor teachers. In our study of this process in Washington state, we find that TEPs and K-12 systems share overarching goals related to successful student teacher placements and developing a highly effective teacher workforce. However, distinct accountabilities and day-to-day demands also sometimes lead them to prioritize other objectives. In addition, we identified informational asymmetries, which left TEPs questioning how mentor teachers were selected, and districts and schools with limited information with which to make intentional matches between teacher candidates and mentor teachers. The findings from this study inform both practice and research in teacher education and human resources. First, they illuminate practices that appear to contribute to informational gaps and institutional disadvantages in the placement of student teachers. Additionally, they raise questions about what constitutes an effective mentor teacher and provide researchers and policymakers with better insight into the professional realities of teacher educators and K-12 educators, as well as those of district human resource (HR) coordinators, which is important given their differing accountabilities and distinctive positionings in the education of teacher candidates.

Liminal States of Disorienting Dilemmas: Two Case Studies of English Teacher Candidates

2020 ◽  
Vol 18 (3) ◽  
pp. 231-250
Author(s):  
Matthew L. McConn ◽  
Donna Geetter
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Case Studies ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Programs ◽  
English Teacher ◽  
Education Programs ◽  
Theoretical Frameworks ◽  
Beliefs About Teaching

Research has shown that progressive methods taught in teacher education programs have little impact on traditional approaches teacher candidates encounter during their internship semester. To understand how to better address this disconnect with regard to preparing teacher candidates, the study reported here used instrumental case studies to examine two secondary English teacher candidates’ beliefs about teaching literature before, during, and after their student teaching semester. Through theoretical frameworks on learning processes, the researchers discovered discrepancies within the student teachers’ stated beliefs, lesson plans, videos of teaching, and their responses to interview questions. These discrepancies reveal both unexamined assumptions and a state of liminality, reflecting the process of transformation in their learning. The researchers suggest that education programs look at potential implications that are inherent in a state of liminality with regard to pedagogical content knowledge to better prepare teacher candidates for their experience in teacher education programs.

scholarly journals The pedagogical affordances of e-portfolio in learning how to teach: A systematic review

2021 ◽  
Vol 8 (1) ◽  
pp. 1-15
Author(s):  
Raja Nor Safinas Raja Harun ◽  
Mohd Hafiz Hanif ◽  
Goh Swee Choo
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Successful Implementation ◽  
Education Programs ◽  
Holistic View ◽  
Technology Applications ◽  
Student Centred Learning ◽  
Professional Fields

The advances in technology have paved the way for student centred learning environment which allows for higher students’ engagement, active participation, deep meaningful learning, and critical thinking. One of the technology applications which have gained popularity at the beginning of the 1990s is the use of e-portfolio. Studies in many professional fields have shown exceptional findings on the adoption of e-portfolio. Nonetheless, the development of e-portfolio affordances over a period of time has yet to be explored to ascertain its usefulness particularly in the area of teacher education. This article presents the process of systematic literature on the e-portfolio pedagogical affordances in teacher education programs and issues to be addressed for successful implementation. Using the content analysis method, 28 articles which focused on e-portfolio, teacher education, English as a second language, scientific research, and secondary school were reviewed. The findings of the review have mainly shed positive lights on its use in documenting student teachers’ learning experiences particularly on assisting and assessing student teachers learning how to teach. This article implicates the relevance of having a holistic view and understanding of the e-portfolio pedagogical affordances and the need to recognize issues to be addressed prior to its implementation in a teacher education program. With this understanding, the university and teacher education institutions can have a well-defined policy on the adoption of e-portfolio into their teacher education programs. 

scholarly journals Weblogs as Tools for Encouraging Self-Reflection and Peer Feedback among Student Teachers

2016 ◽  
Vol 6 (2) ◽  
pp. 15
Author(s):  
Sarah A. AL-Ajmi
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Practices ◽  
Peer Feedback ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Kuwait University ◽  
Self Reflection ◽  
Study Results

<p>A weblog is one of the most effective tools among the latest inventions that enhance student teachers’ learning and practice. With technology becoming crucial for both personal and professional developments, this study focused on the effectiveness of using reflective weblogs in teacher education programs. In this regard, the research investigated the level to which weblogs successfully promote self-reflection and yield peer feedback among student teachers. Furthermore, it explored student teachers’ perceptions regarding the use of weblogs as tools for self-reflection and peer feedback.</p><p>A case study of seven EFL student teachers taking a practicum course at Kuwait University was analyzed in this paper. The study was conducted in the English Curricula and Teaching Methods Department in the College of Education during the first semester of the 2013/2014 academic year. During the 4-week application period, participants were requested to reflect on their teaching practices and provide feedback on their peers’ posts. The data were collected through different qualitative methods such as semi-structured interviews and content analysis.</p><p>The findings of the study suggest that the use of the practicum blog is considered to be effective in facilitating student teachers’ ability to reflect upon their teaching practices and provide comments on their peers during the practicum course. Most participants agree on the usefulness of using weblogs in teacher education programs. Overall, the study results show that student teachers find the weblog as an effective tool for writing reflections, sharing ideas, providing feedbacks, and increasing proficiency levels. The results of the study provide the rationale for using weblogs in student teacher education programs.</p>

scholarly journals Implementing Lesson Plans for Collaborative Learning with Children in an EFL Context

2021 ◽  
pp. 199-226
Author(s):  
Daisy Catalina Carvajal Ayala ◽  
Ricardo Alonso Avendaño-Franco
Keyword(s):  
Teacher Education ◽  
Collaborative Learning ◽  
Collaborative Work ◽  
Lesson Plans ◽  
Teacher Education Programs ◽  
Learning Spaces ◽  
Education Programs ◽  
Efl Context

Different authors have argued that collaborative work among children helps them to negotiate meanings and find solutions for learning. In this article, we describe a study conducted to validate a set of lesson plans specifically designed for collaborative work with children in collaborative learning spaces. A group of nine teachers implemented the lessons in their classes. Data were gathered by means of ethnographical notes to determine children’s reactions to collaborative work. As well, teachers responded a questionnaire on their perception of the lesson plans and collaborative learning. Results show that children can indeed work in collaboration when given the adequate conditions. Implications point in the direction of teacher education programs that can help teachers understand the principles and practices of collaborative learning with children.

scholarly journals Giving Voice to the Voiceless: Probing Current Issues for Student Teachers in EFL Teacher Education Program in Iran

2021 ◽  
Vol 7 (2) ◽  
pp. 140-154
Author(s):  
Fatemeh Karimi ◽  
Ebrahim Fakhri Alamdari ◽  
Mehrshad Ahmadian
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teacher ◽  
Informal Observation ◽  
Efl Teacher Education

The present study attempted to give insight into the features of an effective English as a foreign language (EFL) teacher education program by exploring student teachers’ beliefs, ideas, and the challenges they encounter during their teacher education program. The data were collected through several semi-structured focus group interview sessions with a total number of forty-one BA, MA, and PhD students studying teaching English as a foreign language (TEFL) at university. The qualitative grounded theory design was used to analyze the data, and the findings of the study were corroborated with interpretations obtained from the informal observation of several university classes in a TEFL teacher education program in Iran. The inductive analysis of the data resulted in developing the following categories: the challenge of developing the ability to move back and forth from theory to practice,  the struggle to establish a professional identity, the quest for the ‘self’, less-practiced reflective practice, and the missing connection between teacher education programs and schools. The discussion concerning the challenges and issues culminated in implications for EFL teacher education programs through which they can take the issues that student teachers normally experience into account and help them pave the way for an effective EFL teacher education program.

scholarly journals Det fleirkulturelle perspektivet i grunnskolelærarutdanningane

Prismet ◽  
1970 ◽  
pp. 145-158
Author(s):  
Knut Duesund ◽  
Åsmund Aamaas
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Student Teachers ◽  
Multicultural Competence ◽  
Minority Groups ◽  
Cultural Background ◽  
Teacher Education Programs ◽  
Critical Multiculturalism ◽  
Education Programs ◽  
Specific Knowledge

The article focuses on multicultural education in the Norwegian teacher education programs. We ask to what extent the student teachers experience achieving relevant competence. The findings indicate that the student teachers are relatively satisfied with the competence and skills they achieve. However, they ask for more specific knowledge about the pupils’ religious and cultural background. Knowledge about these factors could, according to the student teachers, be given through a compulsory element in the curriculum focusing on religion and culture. The findings seem to be in accordance with other researches which show that multicultural competence requires that the teachers have knowledge about the cultural background of the different minority groups. On the other hand, it seems like the students are not to any great extent aware that minority students tend to be overrepresented in special education and compensatory actions in schools. This finding indicates that there is a need for putting more emphasis on critical thinking with regards to multiculturalism in the teacher education programs in Norway, and an analytical approach in this context.Keywords: teacher education, multicultural education, critical multiculturalism, religion, culture, BanksNøkkelord: lærerutdanning, flerkulturell utdanning, kritisk multikulturalisme, religion, kultur, Banks

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