scholarly journals PRE-SERVICE TEACHER EDUCATION AND COMPREHENSION OF DIDACTIC CONCEPTS. AN EXPERIENCE WITHIN THE MASTER OF SECONDARY EDUCATION TEACHERS

2012 ◽  
Vol 42 (1) ◽  
pp. 8-18
Author(s):  
Vicente Carrasco-Embuena ◽  
Maria Hernández-Amorós
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Point Of View ◽  
Quantitative Methodology ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher ◽  
Academic Year

The main purpose of the research was to figure out which was the level of comprehension of the didactic concepts that the students of the Secondary Education Master of the University of Alicante of the academic year 2011/12 had. With this purpose, we have collected the information provided by the answers of 227 students to an ad-hoc-elaborated semi-structured questionnaire whose data have been treated with a quantitative methodology using the SPSS.19 device. The statistic techniques were descriptive, differential and correlational. In this analysis, we take into account the scores obtained by students in variables related to their learning process and their attitudes towards it. The most interesting results prove that the students don’t master the basic didactic concepts in a satisfactory way, there are differences between the levels of comprehension and other variables related to the learning of the concepts and with attitudinal variables of this learning. The research based on these results indicates the need to focus the teaching and learning processes of the Master from a different point of view and combining the strategies which enhance the understanding of these concepts by the students. Key words: concept comprehension, didactic training, pre-service teacher education, Secondary Education Master.

scholarly journals Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Helen Jang
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Student Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
English Classrooms ◽  
Spoken English ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural contexts during the intensive period of the practicum.  Data were generated by classroom observations in secondary schools and by in-depth interviews with the student teachers from the communicative perspectives: Contextual factors were taken into consideration in relation to the influence how the student teachers perceived and conducted teaching of speaking in accordance with the curriculum policy presented by the Ministry of Education. Based on the main findings of this research, implications were drawn the relationships between education policy and classroom practice and school contexts.  Suggestions were made as regards effective ways of facilitating teaching and learning spoken English reflecting the diversity and complexity of classroom contexts through context-sensitive approaches in EFL contexts. Keywords: Communicative Approach, Spoken English, Pre-service Teacher Education, EFL Contexts, case study

scholarly journals Enacting Scenario Card-Lesson Study in Pre-service Teacher Education: A Case Study on Indonesian Pre-service Teachers with Disabilities

2021 ◽  
Vol 13 (2) ◽  
pp. 1403-1410
Author(s):  
Luluk Sri Agus Prasetyoningsih ◽  
Prayitno Tri Laksono
Keyword(s):  
Teacher Education ◽  
Lesson Study ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Professional Community ◽  
Classroom Teaching ◽  
Teacher Student ◽  
Pre Service Teacher Education ◽  
Project Data ◽  
Pre Service Teacher

Pre-service teachers are agents involved in several teaching training before involving in the professional community. The present study was designed to look at the enactment of Scenario Card-Lesson Study (SCLS), a previously developed learning media. A single pre-service teacher with disabilities was voluntarily involved in the project. Data were garnered through multiple video-recorded observations and checklist documentation. Findings suggest that the participant demonstrated contextual practices of classroom teaching using SCLS. Based on the themed-finding, the participant designed the lesson plan effectively, improved classroom teaching skills, and wrote the lesson study report well. In addition, based on our observation session, The participant also engaged fully in student-student discussion and teacher-student interactions. One tangible finding from this study is that the participant appeared autonomous in designing the teaching and learning plans. Suggestions for policymakers, stakeholders, and future researchers in pre-service teacher education are offered in this paper.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 271-291
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 1040-1059
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

The Use of Course Management Systems in Pre-Service Teacher Education

2018 ◽  
pp. 196-213
Author(s):  
Damian Maher
Keyword(s):  
Teacher Education ◽  
Social Presence ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
The World ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher ◽  
Education Courses

Course management systems (CMSs) have now become firmly embedded into pre-service teacher education courses in many universities around the world to support teaching and learning. This chapter investigates some of the features of CMSs and how they are being used. In investigating the use of CMSs, some of the theories/models that underpin online and blended learning including social presence, community of practice (CoP), and constructivism are investigated. Some of the key themes that are discussed in this chapter include blended and flipped learning and the use of analytics. Contemporary spaces such as Facebook and Google Classroom are also investigated.

scholarly journals Moving towards Practice-Oriented and Research-Based Teacher Education: Challenges of Kosovo and Albania

2012 ◽  
Vol 3 (1) ◽  
pp. 37-45 ◽  
Author(s):  
Eda Vula ◽  
Blerim Saqipi ◽  
Theodory Karaj ◽  
Nikoleta Mita
Keyword(s):  
Teacher Education ◽  
International Standards ◽  
Current Status ◽  
Development Trends ◽  
Current Trends ◽  
Study Programs ◽  
Common Goals ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher

The article analyzes the current status, development trends and challenges of teacher education in Kosovo and Albania in their efforts to be aligned with current trends of a more research-based, practice and skills oriented teacher education system. The article compares the provision of pre-service teacher education and draws conclusions related to future development trends of the two countries as they aim to meet the best international standards and practices in shaping pre-service teacher education from a research-based and practice orientation. This article is based primarily on findings from desk research conducted at public universities in Kosovo and Albania, more specifically analyzing the university curricula and other documents related to the provision of teacher education courses. In addition, the research involves the analysis of work completed and documents produced as a result of the 2009-2011 Trans-European Mobility Program for University Studies (TEMPUS) Project “Development of Master Study Programs in Education” (DEMED). The article outlines the similarities and differences of teacher education systems in Kosovo and Albania and emphasizes the need for small countries to co-operate on joint reform that leads to wider regional impact and facilitates mobility of staff and students. Identifying common goals is thus important. The two priority goals for these two countries are: development of practice and research-based teacher education. Conclusions are presented with the intent of findings being extrapolated to similar small, developing countries.

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