scholarly journals Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution

2020 ◽  
Vol 13 (1) ◽  
pp. ep285
Author(s):  
Olgun Sadik
Keyword(s):  
Teacher Education ◽  
Technology Integration ◽  
Community Of Practice ◽  
Education Institution ◽  
Improve Quality ◽  
Teacher Education Institution

Mentoring communities of practice: what’s in it for the mentor?

2018 ◽  
Vol 7 (2) ◽  
pp. 110-126 ◽  
Author(s):  
Eimear Holland
Keyword(s):  
Teacher Education ◽  
Community Of Practice ◽  
Service Providers ◽  
School Leaders ◽  
Action Learning ◽  
Education Institution ◽  
Three Dimensions ◽  
Policy Makers ◽  
Content Type ◽  
Teacher Education Institution

Purpose The purpose of this paper is to address the critique of researchers, who question the effectiveness and sustainability of mentoring as a continuing professional development and learning (CPDL) process. Where a lack of awareness exists surrounding the potential benefits of mentoring for the mentor, this paper investigates whether engaging in and with mentoring through a mentoring community of practice (M-CoP) assists mentors to accrue and realise the benefits of engagement. A relationship will be drawn between the community of practice (CoP) dimensions as outlined by Wenger-Trayner and Wenger-Trayner (2015): domain, practice and community, and the perceived benefits accrued for mentors will be reported. Design/methodology/approach A qualitative approach was taken, using a participatory action learning action research strategy. In total, 12 mentors came together to form a developing M-CoP. They attended four M-CoP workshops where they grew as mentors, through the three dimensions of a CoP: domain, practice and community. Workshops were audio visually recorded and observed. Further data were gathered through an M-CoP questionnaire, pre-workshop questions, M-CoP artefacts, stimulus recall, reflective journals, reflective journey plans and extended focus group discussions. Respondent validation, inter-rater and intra-observer reliability were used. Data were coded manually and using NVivo-10 software. Findings Many of the benefits reported were directly linked to participants’ engagement in and with the three M-CoP dimensions: domain, practice and community. Such benefits related to mentor identity, support and solidarity, engagement and interaction, sharing “for” and learning “from” other mentors, and knowledge expansion and boundary spanning. Participants reported that engaging in and with mentor education through an M-CoP was an effective CPDL process, which was beneficial for them as developing mentors. Research limitations/implications The sample size was limited, based in one country and focussed upon one subject specialism. Such reported benefits need to be disseminated in order to raise the awareness of policy makers, teacher education institution managers and teacher educators, teachers and school leaders of the benefits of engaging in mentoring CPDL through the process of M-CoP engagement. Practical implications The findings from this study can be used to inform policies related to the continuum of teacher education. A recommendation is made for policy makers, teacher education institution managers, school leaders and CPDL service providers to facilitate the development of M-CoPs and to support their growth. It is also suggested that government departments of education and professional standards bodies account for the resourcing of such work in the design and implementation phase of school placement developments. Originality/value This paper closes the following gaps in the literature: CPDL benefits of engaging in and with an M-CoP for the mentor, the relationship between CPDL benefits and CoP dimensions and the development of M-CoPs in the given socio-cultural, historical and economic context of Ireland’s teacher education system and those of similar contexts.

Academic quality management in teacher education: a Singapore perspective

2014 ◽  
Vol 22 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Sylvia Chong
Keyword(s):  
Teacher Education ◽  
Quality Management ◽  
Teacher Development ◽  
Systems Approach ◽  
Education Institution ◽  
Academic Quality ◽  
Content Type ◽  
Architectural Framework ◽  
Teacher Education Institution ◽  
Process Oriented

Purpose – Quality assurance and management is vital for the continuous improvement of the content, delivery and development of teacher education programmes. This paper seeks to explore theoretical issues and ideas in assessing the quality preparation of teachers in the Singapore context. Design/methodology/approach – An academic quality framework provides an architectural approach to optimizing quality processes, transitioning from a disjointed set of quality processes to an integrated workflow based upon established best practices. Findings – The architectural framework provided a systematic focus to develop and sustain the academic quality of the teacher development programmes. Quality change and developments occur through collaboration and learning. The emphasis is on quality management as a process-oriented strategy. Originality/value – There is a shift in paradigm from traditional models of programme evaluation to a systems approach that incorporate multi-dimensional models to impact administration, teaching and research in a teacher education institution. Thus Singapore's teacher education quality management should be considered beyond a set of measurement tools towards a systematic, scheduled and focused examination as a whole, as a process-oriented strategy.

scholarly journals Use of ICT in Teacher Education

2015 ◽  
Vol 2 (4) ◽  
Author(s):  
Mr. Parmanand Barodiya ◽  
Mr. Saurveer Singh ◽  
Mrs. Anupam Choudhary
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Technical Assistance ◽  
Education Institution ◽  
School Curriculum ◽  
Knowledge And Skills ◽  
Integration Of Technology ◽  
Teacher Education Institution ◽  
Do So

Professional development to incorporate ICTs into teaching and learning is an ongoing process. Teacher education curriculum needs to update this knowledge and skills as the school curriculum change. The teachers need to learn to teach with digital technologies, even though many of them have not been taught to do so. The aim of teacher training in this regard can be either teacher education in ICTs or teacher education through ICTs. A teacher‘s professional development is central to the overall change process in education. In planning the integration of technology in Teacher education it is important for teacher education, Institution to understand the knowledge and skills necessary for teachers to effectively use ICT in their instructions. Teachers need technical assistance to use and maintain technology. In this paper discuses to study of Teacher education, to know the Significance of ICT in teacher education and to provide the some Suggestions of teacher education.

scholarly journals A Study of the Views of Prospective Teachers about Practicum of Teacher Education Programs

2017 ◽  
pp. 1-12
Author(s):  
Uzma Parveen Et al.,
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Education Institution ◽  
Teacher Education Institution ◽  
Research Findings ◽  
Practicum Experience ◽  
Oriented Activity ◽  
The University

Teacher education is a professionally oriented activity in the sense that the skills, attitudes, and knowledge provided herein, have a direct bearing on the teaching assignment of teachers. The criticism of recent years on existing teacher education program is adequate testimony that we have so far not fully succeeded to bring available research findings to bear upon the education of the teachers. It was a survey type of study which required the collection of data from the prospective teachers, who had gone through the practicum experience. The data comprised of the views of prospective teachers about practicum. A convenient sample of 400 prospective teachers, from the institution of three universities, having practicum experience was selected. It includes 200 prospective teachers of B.Ed. and 200 of M.A Education program with equal numbers from both genders. M.A Education prospective teachers were from AIOU and Punjab University, whereas B.Ed. were from AIOU and the University of Education. The prospective teachers viewed that less cooperation and mutual understanding exist among faculty members and cooperative teachers. The teacher education institution and its faculty should develop a good understanding and proper liaison with the staff of the cooperative schools for proper planning conduct and evaluation activities of practicum programs.

scholarly journals Curriculum flexibility in a blended curriculum

2020 ◽  
Author(s):  
Herma Jonker ◽  
Virginie März ◽  
Joke Voogt
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Institution ◽  
Structured Interviews ◽  
Research And Practice ◽  
Face To Face ◽  
Teacher Education Institution ◽  
Student Enrolment

This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given.

scholarly journals Educating Culturally Responsive Han Teachers: Case Study of a Teacher Education Program in China

2018 ◽  
Vol 20 (2) ◽  
pp. 42 ◽  
Author(s):  
Huanshu Yuan
Keyword(s):  
Teacher Education ◽  
Multicultural Education ◽  
Culturally Responsive ◽  
Teaching Practice ◽  
Teacher Education Program ◽  
Education Institution ◽  
Academic Preparation ◽  
Teacher Education Institution ◽  
Teachers Perspectives

This qualitative case study examines how a teacher education institution in China prepares culturally responsive Han teachers for diverse student populations. The purpose of this study was to explore preservice Han teachers’ perspectives of, and academic preparation in, multicultural education in order to enhance institutional quality and effectively prepare culturally responsive Han teachers for multicultural and multiethnic students in China. Four major findings revealed teacher candidates’ ambiguous perceptions of diversity; the inadequate academic preparation in teaching for diversity; disparity between academic training and teaching practice; and lack of institutional commitment to preparing teachers for diversity in China.

scholarly journals CAUSES AND EFFECTS OF STUDENT TEACHER ABSENTEEISM IN TEACHER EDUCATION INSTITUTION

2017 ◽  
Vol 5 (7) ◽  
pp. 480-484
Author(s):  
B. S. Gupta
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Classroom Environment ◽  
Random Sampling ◽  
Female Student ◽  
Male Student ◽  
Education Institution ◽  
Teacher Absenteeism ◽  
Teacher Education Institution

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.

scholarly journals “What’s the Tab’s Apps?”: Piloting Low-Priced-Tablet-Aided Course Delivery in Teacher Education

2017 ◽  
Vol 12 (10) ◽  
pp. 95
Author(s):  
Reynald M Cacho ◽  
Roel V Avila ◽  
Edgardo S Villaseñor
Keyword(s):  
Teacher Education ◽  
Education Institution ◽  
Lessons Learned ◽  
Course Delivery ◽  
Language Courses ◽  
Teacher Education Institution ◽  
Strategic Implementation ◽  
Pros And Cons ◽  
Technical Issues

Mobile learning generally offers delivery of blended learning or simply as tool for course enhancement in university setting. A small teacher education institution piloted a low-priced-tablet-aided instruction in its language courses via exploratory case study. Through focus groups and journal writings, students favorably reported most aspects of mobile-aided learning experiences and confirmed some challenging technical issues. Moreover, qualitative analyses on the device, learners’ engagement and course-activities revealed these five key categories: (1) tableting pros and cons; (2) making adjustments and connectivity issues; (3) moodling, googling and strategizing use; (4) trending apps and functionalities; and (5) changing views on technologies and pedagogies. Finally, lessons learned and future works on the tablet adoption, applications and strategic implementation in aid of teacher education course delivery and related disciplines are suggested.

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