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

The Infusion of Technology into Teacher Education Programs

2014 ◽  
pp. 133-181
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

scholarly journals IMPACT OF ACCREDITATION OF TEACHER EDUCATION PROGRAMS IN PAKISTAN ON PROSPECTIVE TEACHERS`LEARNING; A COMPARATIVE STUDY

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Tasneem Saifuddin
Keyword(s):  
Teacher Education ◽  
Comparative Analysis ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Quality Criteria ◽  
Accreditation Process ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

The world is recently moving towards quality criteria in every field. For this Accreditation process has been introduced in every Discipline, Institute and Program to maintain the standards of quality. Accreditation refers to the authenticity and fairness in achieving the benchmarks of standards of program, a course, a module or an Institution. (Harvey, 2004). Accreditation provides certainty that the course or program will meet the demands and requirements of the quality standards. In order to produce trained professionals’ quality in higher education is required and Accreditation process will provide the Quality Assurance. As the teachers are the roots of every profession, therefore the Accreditation Process is also introduced in the field of teacher Education Program to maintain and improve the quality of Teacher Education Programs. When talking in context of Pakistan, there is always an issue regarding in quality of Education in Pakistan. In order to meet this demand NACTE (National Accreditation Council for Teacher Education) is established so that the quality criteria can be achieved through the process of Accreditation of different Teacher Education Programs in Pakistan. (Shakoor, & Farrukh, 2016). The programs or courses having NACTE Accredited certificate can be accepted globally and thus can serves as a basis of good professional start. The present study aims to find out the comparative analysis of the impacts of NACTE Accredited and Non-Accredited Teacher Education Programs on student's Achievement. The study is conducted on students of B. Ed honors studying in different institutions in Karachi. To carry out comparative analysis MGA (Multigroup Analysis) is carried out on Smart PLS: 3. The analysis done revealed high ‘values of Accredited groups as compared to nonAccredited groups, concluding that there are significant differences in the impact of two types of programs; Accredited and Non-Accredited teacher Education Programs on student teacher`s achievement. The results declared that Accredited Programs

The Infusion of Technology into Teacher Education Programs

2015 ◽  
pp. 167-206 ◽  
Author(s):  
Anne S. Koch ◽  
Joseph C. Kush
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
Teacher Education Programs ◽  
Highly Qualified ◽  
Education Programs ◽  
Use Of Technology ◽  
Differentiation Of Instruction ◽  
The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

scholarly journals Development of Quality Oriented Model for Restructuring of Pre-service Teacher Education Programs

2020 ◽  
Vol 3 (3) ◽  
Author(s):  
Wajiha Kanwal ◽  
Iffat Basit ◽  
Qurat ul Ain
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Bachelor Of Education ◽  
Assessment Techniques ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs.  It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

Technology Capacity Building for Preservice Teachers through Methods Courses

2013 ◽  
pp. 261-275 ◽  
Author(s):  
George Zhou ◽  
Judy Xu
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Methods Courses ◽  
Technology Proficiency ◽  
Use Of Technology ◽  
Technology In Teaching

Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

Community-Based Field Experiences in Teacher Education

2018 ◽  
pp. 348-366 ◽  
Author(s):  
Heidi L. Hallman
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Field Experiences ◽  
Professional Preparation ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Community Based

This chapter proposes the value of offering teacher candidates an opportunity to participate in community-based field experiences during their teacher education programs. Community-based field experiences, in contrast to traditional, classroom-based placements usually offered at this stage in prospective teachers' professional preparation, enable beginning teachers to conceptualize their own learning and the learning of their students in new ways. As part of teacher education programs, the community-based field experience serves a distinct purpose and place, and one that is often underexplored. This chapter describes the integration of community-based field experiences into teacher education programs and discusses the unique quality of community-based settings as potential sites for teachers' learning.

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

scholarly journals College Students’ Attitude Toward and Learning of Differentiated Instruction in Products

2014 ◽  
Vol 1 (2) ◽  
pp. 26-37
Author(s):  
Chin-Wen Chien
Keyword(s):  
College Students ◽  
Teacher Education ◽  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Positive Attitude ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
English Class ◽  
The University

Teachers should adjust their curriculum and instructional practice to meet the needs of individual learners, because one size does not fit all (Kaplan, Rogers, &Webster, 2008; Tomlinson, 2003). This study focuses on the implementation of differentiated instruction in products, “tiered assignments,” in a Children’s English class in a teacher education program in Taiwan. The study concludes that 52 college students held a positive attitude toward these tiered assignments and that they learned theories and instructional strategies not only from lectures and tasks in the university classes but also from completing different choices. Another important finding is that participants’ choice of completing these assignments is based on the level of easy of the assignments. Two suggestions are made to effectively implement differentiated instruction in products in teacher education programs in terms of explicitly modeling and explaining differentiated instruction in products and designing tiered assignments based on the levels of challenge as well as learners’ readiness, interests and profiles.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

scholarly journals Perception of Prospective Teachers about Practices of Sustainable Competencies Learned During PreService Teachers Program

2017 ◽  
Vol II (I) ◽  
pp. 448-466
Author(s):  
Ambreen Siddique ◽  
Muhammad Anwer ◽  
Huma Lodhi
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Education Program ◽  
Sampling Technique ◽  
Teaching Profession ◽  
Teacher Competencies ◽  
Teachers Perceptions ◽  
Significant Difference ◽  
Teacher Training Programs

The quality of teachers and teaching depends on prospective teacher education programs which have been enthusiastic to gain competencies among teachers. Therefore, to attain essential teacher competencies during teacher training programs has great meaning to prepare prospective teachers for the teaching profession. This research focused to explore the pre-service teachers perceptions about practices of competencies they learned during the teacher education program. Through survey research data was collected from B.Ed. Hons student through an instrument. A convenient sampling technique was employed. The result of data shows no significant difference in competencies practices on basis of gender and sector, the only significant difference was seen in in-service teacher competencies, where in-service show high mean score in particular competencies practices as compared to the pre-service teacher. Researchers should focus on these variables and plan their orientations according to the perceived lack of prospective teachers.

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