scholarly journals Theorizing New Pathways for Student Teachers’ Professional Development (STPD)

2017 ◽  
Vol 16 (1-3) ◽  
Author(s):  
King Adesoji Ojuri Oladokun
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teachers Professional Development

scholarly journals The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

2018 ◽  
Vol 11 (4) ◽  
pp. 54
Author(s):  
Rifat Efe
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Study Skills ◽  
Science Student ◽  
Approaches To Studying ◽  
Teachers Professional Development ◽  
Pearson Correlations ◽  
Academic Year

In this study, the relation between science student teachers’ approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers’ approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers’ professional development while they are training to become teachers.

scholarly journals A genre shift in disseminating knowledge: Student teachers’ experiences of communicating their master’s theses as popular science

2021 ◽  
Vol 15 (3) ◽  
pp. 70-87
Author(s):  
John Henriksson ◽  
Gunilla Eklund ◽  
Jessica Aspfors
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Popular Science ◽  
School Communities ◽  
Teachers Experiences ◽  
Science Approach ◽  
Master's Thesis ◽  
Teachers Professional Development

Previous research shows that there is a challenge in balancing research-oriented activities, including the master’s thesis, in a way that promotes teachers’ professional development. This study aims to investigate student teachers’ experiences of communicating their master’s theses as popular science to schools and school communities. Data (logbooks, videos and text submissions) were collected from Finnish student teachers (n = 38) during a campus-based course from 2019 to 2020. The results show that most students had difficulty shifting from a science to a popular science approach and found this experience of genre shift during dissemination as challenging.

Exploring the Use of Mobile Devices and Applications to Support Field Experience in Teacher Education Courses

2016 ◽  
pp. 477-494
Author(s):  
Yiu-chi Lai ◽  
Pui-wan Pamela Leung ◽  
Tak-wah Wong ◽  
Tze-leung Raymond Yuen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Mobile Technology ◽  
Field Experience ◽  
Cloud Services ◽  
Professional Practices ◽  
Reflective Journals ◽  
Teachers Professional Development ◽  
Education Courses

Field experience at the Hong Kong Institute of Education (HKIEd) is viewed as a central aspect to our programmes. The proposed chapter will discuss a project that aimed to enhance student teachers' professional development in FE by adopting mobile technology and cloud services. Also, the use of digital forms of FE documents such as TP supervision forms, FE portfolios, and reflective journals enables student teachers and Institute supervisors to build their own e-portfolio for further sharing of their professional practices within and outside the Institute.

scholarly journals ALAR som tilnærming for å skape økt forståelse hos deltakere for forskning og for forståelse for FoU i skole og i lærerutdanning

2020 ◽  
pp. 419-436
Author(s):  
Annfrid R. Steele
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Knowledge ◽  
Development Project ◽  
Mutual Understanding ◽  
Mutual Learning ◽  
School Based ◽  
Teachers Professional Development ◽  
Integrate Research

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development project has been carried out in tripartite collaboration between student teachers, school-based and university-based teachers. This process initiated mutual learning and understanding of research-based knowledge between the participants in balanced partnership. The present study shows how ALAR can develop partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers’ professional development.

scholarly journals A STUDY OF AWARENESS ON E-RESOURCES AMONG B.ED STUDENT TEACHERS

2017 ◽  
Vol 5 (6) ◽  
pp. 489-494
Author(s):  
Nithya J ◽  
Malathi V.A
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Random Sampling ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Significant Difference ◽  
Teachers Professional Development

The essential of the study is the multiplying unfamiliarity of e-resources due to the let-down of electricity, which is a common problem in Palakkad area. Related other reasons are absence of time to utilize the I.T lab in time. The investigators and students from all disciplines are set to use e-Books in future. In order to build more teachers professional development and to improve the research practise they need in e-journals and e-books. The study aimed to examine the awareness on e-resources among B.Ed student teachers. The investigator adopted survey method to study the awareness on e-resources among B.Ed student teachers. For this study a sample of 200 B.Ed student teachers from three B.Ed training colleges which are situated in and around Palakkad district in Kerala selected by the investigator using simple random sampling technique. The findings reveal that there is no significant difference in the awareness of e-resources and e-resource technology among B.Ed Student Teachers.

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