scholarly journals Presence and unpredictability in teacher education

2020 ◽  
Vol XIV (1) ◽  
pp. 1-10
Author(s):  
Susanne Even
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Student Teacher ◽  
Learning Processes ◽  
Indiana University ◽  
Teacher Training Program ◽  
University College ◽  
Contextualized Learning

The basis of this paper is the talk held at the 7th SCENARIO Symposium at University College Cork on May 4, 2019. It describes the student teacher training program at Indiana University and makes the claim that performative approaches need to be a central part of teacher education. Excerpts of student teachers’ course journals emphasize the need for contextualized learning, the inclusion of physicality, as well as the importance for teachers to be fully present in the classroom and embrace the unpredictability of learning processes.

scholarly journals Voices from Within: Student Teachers’ Experiences in English Academic Writing Socialization at One Indonesian Teacher Training Program

2015 ◽  
Author(s):  
Amirul Mukminin ◽  
Raden Ali ◽  
Muhammad Ashari
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Student Teachers ◽  
Academic Writing ◽  
Teacher Educators ◽  
Comparative Method ◽  
Policy Implications ◽  
Future Research ◽  
Teacher Training Program ◽  
English Academic Writing

The purpose of this qualitative study was to examine the experiences of Indonesian student teachers in English academic writing socialization at one public university teacher-training program in Jambi, Indonesia. The theoretical framework of cultural capital was used to guide the study. The data were collected through demographic profiles and semi-structured in- depth interviews with student teachers. The constant comparative method guided the data analysis. Five salient themes that emerged in this research were (1) no writing cultural backgrounds, (1) needing long-lasting exposure and internalization, (3) lack of academic writing socialization, (4) lack of institutional supports, and (5) lack of lecturers’ help due to higher power distance. The findings of this study provide evidence for policy makers and teacher educators to understand how teacher education management related to the English academic writing internalization should be improved at the program level. Policy implications and suggestions for future research are discussed.

Points and Viewpoints: An answer to Lee Emerson Boyer's paper

1954 ◽  
Vol 47 (2) ◽  
pp. 119-120
Author(s):  
Houston T. Karnes
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Training Program ◽  
School Curriculum ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Training Program ◽  
Secondary School Curriculum

In his paper, “A New Responsibility of Teacher Education Programs,”1 Professor Boyer has raised an issue which has been on the minds of many for several years. Professor Boyer recognizes the importance of the two-track program in the secondary-school curriculum and then proceeds to discuss the training of teachers to administer this program. His main thought is that there should be a two-track teacher-training program.

scholarly journals Framing the Problem of Identity in Composition and TESOL Studies: A Sampler

2011 ◽  
Vol 28 (2) ◽  
pp. 20
Author(s):  
Hayat Messekher
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Teacher Training ◽  
Language Acquisition ◽  
Training Program ◽  
Student Teachers ◽  
Teacher Identity ◽  
Paradigm Shift ◽  
Transformative Pedagogy ◽  
Teacher Training Program

This article looks at how the intricate issue of identity has been addressed and framed in composition and TESOL studies (C&T). It reviews five articles and a book as a sampler to explore identity research in various contexts ranging from the problematic rise of identity in second-language acquisition (SLA) research in 1997, which represented a paradigm shift in SLA research, to other research dealing with second-language (L2) learners’ identity, identity in a teacher training program (i.e., identity of student teachers), and finally, teacher identity as a transformative pedagogy.

Teacher training using wetlands

1986 ◽  
Vol 2 ◽  
pp. 31-34 ◽  
Author(s):  
Max Maddock
Keyword(s):  
Teacher Training ◽  
Environmental Education ◽  
Training Program ◽  
Student Teachers ◽  
Local Field ◽  
Field Studies ◽  
Teaching Experiences ◽  
Teacher Training Program ◽  
Careful Design

AbstractEnvironmental Education for student teachers requires careful design and operation to achieve desired ends. Initiatives taken in the Newcastle region have culminated in a teacher training program utilising local field studies centres with a variety of teaching experiences in mind. This article describes these experiences and notes the condition effecting the viability and vitality of such an approach to teacher training in environmental education.

Sign in / Sign up

Export Citation Format

Share Document