scholarly journals SITUATED LEARNING AND PROFESSIONAL DEVELOPMENT: A CASE STUDY OF APPLYING COGNITIVE APPRENTICESHIP AND COMMUNITY OF PRACTICES IN A KINDERGARTEN

2014 ◽  
Vol 59 (1) ◽  
pp. 15-24
Author(s):  
Ching-Ching Cheng
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
Situated Learning ◽  
Cognitive Apprenticeship ◽  
Learning Approaches ◽  
Teacher Training Programs ◽  
Teacher Professional ◽  
Group Interviews ◽  
Constructivist Instruction

The purpose of this study is to implement and evaluate a teacher training program based on the framework of situated learning. Adapting from the situated learning approaches, the author implemented two in-service teacher training programs based on cognitive apprenticeship and community of practices respectively. Each training program was adopted in a different campus of a private kindergarten. During the six-month training, researcher conducted a qualitative research to evaluate the effectiveness of the training program. To investigate how teachers improved their professional skills in constructive instruction, the researcher invited four supervisors and 10 kindergarten teachers to participate in the training program. The qualitative data included classroom observation, focus group, interviews, and teachers’ reflection notes. The results suggest that both programs may aid learning of engaging in constructivist instruction by providing external supports such as model instruction plans, mentoring, cooperating to solve problems. Nevertheless, the relationship or power hierarchy between mentors and learners is important in cultivating mentees’ capabilities. Practices sharing in community of practices approach, rather than supervisors’ expertise and diagnosis, will help the mentees to enhance their capabilities of solving problems. Key words: cognitive apprenticeship, community of practices, kindergarten teacher, professional development, situated learning, teacher training.

scholarly journals Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program

2021 ◽  
Vol 11 (3) ◽  
pp. 105
Author(s):  
Katherine L. Boice ◽  
Justina R. Jackson ◽  
Meltem Alemdar ◽  
Analía E. Rao ◽  
Sabrina Grossman ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
Teacher Training Program ◽  
School Year ◽  
Mixed Methods Evaluation ◽  
Steam Education ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
Supporting Teachers

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.

Teacher Training and Technology

2016 ◽  
pp. 2031-2044 ◽  
Author(s):  
Jeremy Dickerson ◽  
Joseph Winslow ◽  
Cheng Yuan Lee
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Professional Development ◽  
Future Trends ◽  
Utilization Of Technology ◽  
Teacher Professional ◽  
Rapid Pace ◽  
Society Today

How is technology being used to train teachers to keep up with the rapid pace of change in schools and society today? This chapter discusses the utilization of technology for in-service (practicing) teacher training, a process known as professional development within the field of education. The chapter analyzes both formal and informal methods of technology integrated teacher training, presents examples of each, and discusses positive and negative implications. The chapter concludes with an examination of future trends in technology and their potential for significant impact on teacher professional development.

School Based Pre-Service (Initial) Teacher Training Programs in the USA and the UK

2019 ◽  
Author(s):  
Margaret Solomon
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Initial Teacher Training ◽  
Teacher Training Program ◽  
School Based ◽  
Teacher Training Programs ◽  
The Usa ◽  
The Uk ◽  
The U.S

This article is about School-Based Initial Teacher Training (SBITT) programs practiced in the USA and the UK. The article briefly discusses how US teacher-training programs began in 1839, as Normal School in New England. They then later became university based traditional teacher-training programs across the country. Then it shows how a gradual change in teacher training came into the U.S. in the 1980s with the introduction of school-based teacher training as an alternative route. Although most teachers in the U.S are still trained in colleges and universities, the paper shows that many states still pursue alternative routes to teacher credentialing and focus on school-based training The next part is a brief narration of the history of school-based teacher training in the UK, which began in the early 19th century. In the later part of 1800s, teacher training was favored at universities in the UK and more colleges were opened to facilitate training teachers at higher education institutions (HEI). In the late 1900s, there was an emergence of School-Based Initial Teacher Training (SBITT) programs developed as a result of a shortage of trained teachers. Finally, a variety of different SBITT programs became the most prominent method of initial teacher training. In 2017–2018, 53% of teachers favored a school-based teacher training program, while 47% preferred a university-based teacher training program

scholarly journals Teachers’ Professional Development to Enhance ELT: Needs Analysis for Developing Teacher Training Program in an EFL Context

2016 ◽  
Vol 21 (1-2) ◽  
pp. 40-53
Author(s):  
Janak Singh Negi
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
New Teacher ◽  
Learning Context ◽  
Teacher Training Program ◽  
Efl Context ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Context Specific

Developing any new teacher training program for Teachers’ Professional Development (TPD) should start from where the teachers are and what they actually need, which is very essential to bring out innovation and improvement in the field of ELT. The present study represents teachers’ voices from Far Western and Mid-Western part of Nepal based on the survey data collected from EFL teachers. The researcher reached to the conclusion that teachers should be trained and given opportunities on how to put the existing knowledge in to practice according to the learning context, needs and available resources creating their own context specific methodology keeping oneself up to date with global practices including the integration of ICT in the field of ELT. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:40-53

scholarly journals Training for a Profession: Transition from Course to Workplace

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
Henriette Duch
Keyword(s):  
Teacher Training ◽  
Focus Group ◽  
Training Program ◽  
Transition Process ◽  
Classroom Teaching ◽  
Vocational Teachers ◽  
Learning Trajectories ◽  
Focus Group Interviews ◽  
Vocational Colleges ◽  
Group Interviews

A teacher training program is mandatory for vocational teachers, but vocational colleges decide how to support a transition from the course to workplace. Before 2010, the transition process was regulated by a ministerial order, but now the market has created variation in the training. The case presented here is four vocational colleges where teachers attend a teacher training course. The study is based on the documentary analyses, focus group interviews and observations. Using Evetts’ concept of professionalism, the analyses show different logics at vocational colleges. Managers implement the course at vocational colleges by choosing different strategies for organizational professionalism. However, the teachers construct other learning trajectories by moving between classroom teaching and teamwork, which in the article is perceived as part of occupational professionalism. These coinciding logics might influence the transition from course to workplace.

Developing Student Outcome Standard Framework for Competence-Based Teacher Training Programs in Universities of Education

2020 ◽  
Vol 65 (9) ◽  
pp. 164-179
Author(s):  
Khanh Nguyen Cong ◽  
Oanh Dao Thi ◽  
Hue Nguyen Thi ◽  
Hien Nguyen Vu Bich ◽  
Son Vu Thi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Training Programs ◽  
Student Outcome ◽  
Assessment Instruments ◽  
Self Study ◽  
Pedagogical Competence ◽  
Teacher Training Programs ◽  
Standard Framework ◽  
Multiple Step

The current study presents the development of a student outcome standard framework for competence-based teacher training programs in universities of education. The outcome standard framework was built in direction of approaching students’ quality, competency including 5 standards: Key qualities; Core competences; Pedagogical competence; Specialistic scientific competence; Self-study, research and profession development competence. Based on this standard framework, education universities can build student outcome standards for each training program following a multiple-step controlled process. Each student outcome standard of a training program must transparently determine specific requirements of profession competencies. Each standard consists of the criteria of the target-competence and then, each criterion is specifically specified into indicators with several typical-specific behaviors. From this standard framework, education universities can develop student outcome assessment instruments (checklist\ scale\ or questionnaire) for evaluating graduated-student outcome quality\ effectiveness of every teacher training program.

scholarly journals Teatro y educación: aportes del recurso teatral a la formación inicial del profesorado / Theater and Education. Contributions of the Theatrical Resource on Initial Teacher Training

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Ana Sedano Solís
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Social Life ◽  
Initial Teacher Training ◽  
Desarrollo Profesional ◽  
The Social ◽  
Different Types ◽  
Teacher Professional ◽  
The Universe

ABSTRACT This research considers that the inclusion of theater in the initial teacher training represents a significant improvement of curriculum and teacher professional development. Several worldwide initiatives aimed to raise the quality of initial teacher training is one of the current reforms’ axes and agreement that improving educational system depends on the quality of their teachers. However, the current demands in education go beyond a set of measures or resources. Education requires a new professor, an integral and effective communicator, capable of handling different types of languages and dialogues with multiple intelligences. An innovative teacher, who is able to understand the cultural diversity of a society which constantly renews its knowledge of the universe and that has changed the social life and the nature of its spatialtemporal relationships. Using a multidisciplinary approach, it is intended to show that theatrical resource contributes significantly to the construction of a new teachers’ profile, by putting at his disposal communication tools (verbal and non-verbal) which allow him to enhance different aspects of his professional development: physical, cognitive and emotional. RESUMEN Esta investigación considera que la inclusión del teatro en la formación inicial del profesorado representa un aporte significativo para el mejoramiento del currículo y del desarrollo profesional docente. Diversas iniciativas en el mundo apuntan que elevar la calidad de la formación inicial del profesorado es uno de los ejes de las actuales reformas y concuerdan en que la mejora de un sistema educativo depende de la calidad de sus maestros. Sin embargo, las exigencias en materia educativa van más allá de un paquete de medidas o recursos. La educación requiere un nuevo educador, un comuni-cador integral y eficaz, capaz de manejar diversos tipos de lenguaje y de dialogar con múltiples tipos de inteligencia. Un docente innovador que comprenda la diversidad cultural de una sociedad que renueva su conocimiento del universo cons-tantemente y que ha modificado la vida social, así como la naturaleza de sus relaciones espaciotemporales. Mediante una perspectiva multidisciplinar, se pretende demostrar que el recurso teatral contribuye de manera importante en la construc-ción de un nuevo perfil del docente, en tanto pone a su disposición herramientas comunicativas (verbales y no verbales) que le permiten potenciar diversos aspectos de su desarrollo profesional: físico, cognitivo y emocional. Contacto principal: [email protected]

scholarly journals Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

2021 ◽  
Vol 12 (2) ◽  
pp. 377-398
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim ◽  
Melor Md Yunus
Keyword(s):  
Second Language ◽  
Teacher Training ◽  
Service Learning ◽  
Training Program ◽  
Training Programs ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teacher Training Program ◽  
Teacher Training Programs ◽  
Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

Teachers as Researchers and Instructional Leaders

2013 ◽  
pp. 710-725
Author(s):  
Crystal Loose
Keyword(s):  
Professional Development ◽  
Language Arts ◽  
Lifelong Learning ◽  
Teacher Professional Development ◽  
Situated Learning ◽  
Lesson Study ◽  
English Language ◽  
Learning Opportunities ◽  
Instructional Leaders ◽  
Teacher Professional

Professional development is a necessity for teachers in the K-20 system. To achieve effective teaching, teachers must be engaged in learning. On the job training and professional development provide learning opportunities for professional teachers in K-20 education. To achieve the most authentic professional development, students should be part of the learning process as they are part of the instructional equation. In order to promote lifelong learning of adults, teacher training needs to arise from problems and interests found in their practice. In this chapter, the author discusses Japanese Lesson Study (JLS) as a method for teacher professional development in the area of English Language Arts with emphasis on Situated Learning Theory as a necessary emphasis for teacher learning in K-20 classrooms. Connections are made to the National Common Core Standards as teachers compete globally to prepare students for success.

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