scholarly journals FACING THE PEDAGOGICAL CHALLENGE OF TEACHING UNACCOMPANIED REFUGEE CHILDREN IN THE SWEDISH SCHOOL SYSTEM

2015 ◽  
Vol 64 (1) ◽  
pp. 66-74
Author(s):  
Oleg Popov ◽  
Erik Sturesson
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
School System ◽  
Intercultural Competence ◽  
Social Inclusion ◽  
Education Programme ◽  
Immigrant Children ◽  
Refugee Children ◽  
Systemic Problems ◽  
Swedish School

The social inclusion of refugee children is an important issue in Sweden and many other European countries. Sweden accepts more than 20% of all unaccompanied immigrant children in the EU. Logically, effective schooling is needed for these children to create the necessary pre-conditions for their successful integration into society. However, political interest and state funding concentrates instead on assuring good quality living conditions and legal support for incoming minors, leaving the responsibility for their education to underfunded municipal schools. Accordingly, a study conducted in a municipal secondary school and a university teacher education in Northern Sweden revealed low preparedness to meet the educational needs of immigrant children. Sociocultural and socio-political theoretical lenses were used in the study to understand the situation. Pedagogical action was taken on the teacher education programme in Umeå to improve the situation and issues concerning the integration of unaccompanied immigrant minors in the Swedish school system were explored in an interdisciplinary course at the end of the students’ teacher training. In group interviews and guided discussions during the course, student teachers recognised existing systemic problems in the education of immigrant children and expressed a feeling of a lack of practical intercultural competence to meet such children. Key words: intercultural education, refugees, minors, teacher education.

Listening to the Experiences and Concerns of Pre-Service Teachers During Teaching Practice Programme

2021 ◽  
pp. 14-27
Author(s):  
Darshana Sharma
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Group Discussion ◽  
Education Programme ◽  
Practical Training ◽  
Teacher Education Programme ◽  
Practice Teaching

Teaching Practice is widely recognised as the sine-qua-non of any teacher education programme. It is a component in the teacher preparation programme where prospective teachers are provided with an opportunity to put their theoretical studies into practice, get feedback, reflect on practice and consequently further improve their teaching skills. As teaching practice is an important component of a teacher education programme, considerable attention must be given to make it more effective and fruitful. This paper is based on a research study conducted to know pre-service teachers' experiences of the quality of teaching practice and the common concerns they have during teaching practice. On the basis of focussed group discussion a total of five themes were identified, these are (1) usefulness of teaching practice (2) experiences/concerns with pupils' behaviour (3) experiences/concerns with own behaviour (4) experiences/concerns with supervisors' behaviour (5) experiences/concerns with institutional and personal adjustments. The outcome of the focussed group discussion was used to prepare a structured questionnaire. Among other things, the study recommended rigorous practical training in lesson planning, demonstration lessons by teacher educators, simulated teaching before the commencement of practice teaching, school orientation programmes, a separate internship of two weeks and writing a journal by student teachers during teaching practice.

scholarly journals Content Analysis of the Pedagogical Content Knowledge in the Curriculum of Yemeni EFL Teacher Education Programme

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Morshed Salim Abdullah Al-Jaro ◽  
Adelina Asmawi ◽  
Zuwati Hasim
Keyword(s):  
Teacher Education ◽  
Pedagogical Content Knowledge ◽  
Student Teachers ◽  
Content Knowledge ◽  
Teaching Practices ◽  
Teaching Experience ◽  
Education Programme ◽  
Basic Knowledge ◽  
Pedagogical Content ◽  
Teacher Education Programme

This study aims to analyse the pedagogical content knowledge (PCK) in the current curriculum of the English teacher education programme (ETEP) at a Faculty of Education in a Yemeni University. PCK and teaching competencies take shape within the initial preparation of ETEP in which student teachers spenda long time receiving knowledge and understanding the teaching context before they practically experience teaching at schools. During their BA study, students are required to study 49 courses which can be categorised into four main components: skills, linguistics, literature and professional. This study analyses the content of the curriculum courses so as tovisualise the way student teachers translate what they have learned into pedagogical practices during their teaching practices. In this study, the curriculum content of ETEP is qualitatively analysed using the inductive approach. Categories emerged from the analysis demonstrate various aspects of student teachers’ PCK. The analysis reveals that the pedagogical skills courses are not enough to enhance and strengthen the student teachers’ PCK needed to be reflected in their teaching practices. The findings show that the curriculum lacks courses necessary to provide student teachers with basic knowledge and pedagogical principles which are of vital significance to demonstrate their understanding before they are practically engaged in the teaching experience.

scholarly journals The creativity and character in Korea teacher education

2021 ◽  
Vol 11 (1) ◽  
pp. 01-08
Author(s):  
Yonsuk Chae
Keyword(s):  
Qualitative Research ◽  
Teacher Education ◽  
Student Teachers ◽  
Daily Life ◽  
Education Programme ◽  
General Character ◽  
Moral Standards ◽  
University Life ◽  
Depth Interviews ◽  
Absorption Level

Creativity is the ability of people to be innovative in their approach to problems, situations and life in general. Character is a person’s moral standards. Creativity and character are two concepts that are essential in the teaching process. A teacher can influence their student’s character and they can improve the student’s absorption level through innovative ways of teaching. This study reports the implementation of an education programme for pre-service teachers in Korea and how the programme affected their creativity and character. It was a qualitative research that collected data from in-depth interviews with 13 participants from the programme. Pre-teachers indicated that they often distinguished clearly between the competence of creativity, an example of its occurrence in the classroom and what feature of that example made it creative to be self-developed. The implementation of the programme encouraged student teachers to inter-communicate and share ideas among others within the classroom.   Keywords: Creativity, character, German daily life, German university life, Korea, teacher, education.

iTE

2018 ◽  
pp. 2104-2118
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Learning ◽  
Resource Sharing ◽  
Collaborative Design ◽  
Education Programme ◽  
Pedagogical Knowledge ◽  
Initial Teacher Education ◽  
Knowledge Development ◽  
Teaching Learning

Research on the use of iPad in initial teacher education is limited. This paper outlines a study to examine how the professional learning and pedagogical knowledge development of student teachers could be supported following 1:1 iPad deployment on a second level initial teacher education programme in Ireland. Findings show that iPad can be utilised both as an effective pedagogical tool and as a medium for the creation of new learning spaces where student teachers' professional and pedagogical knowledge development is supported through feedback, peer-learning, resource sharing and critical reflection. Creating resources with and for iPad as part of a collaborative design process can also support student teachers in developing and integrating technological, pedagogical and content knowledge (TPACK) within their approaches to teaching, learning and assessment. Implications for initial teacher education providers and the integration of technology within schools are outlined.

scholarly journals Scaffolding the Learning-to-Teach Process: A Study in an EFL Teacher Education Programme in Argentina

2018 ◽  
Vol 20 (1) ◽  
pp. 121-134 ◽  
Author(s):  
Maria Gimena San Martin
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Programme ◽  
Learning To Teach ◽  
Language Teacher Education ◽  
Teacher Education Programme ◽  
Perceived Needs ◽  
Efl Teacher ◽  
Level Of Understanding ◽  
Efl Teacher Education

This study seeks to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an English as a foreign language teacher education programme in Argentina. The findings indicate that scaffolding implies two main phases: a diagnostic and an intervention phase. Moreover, the supervisor was found to provide contingent help, which suited the student-teachers’ perceived needs and/or difficulties. In conclusion, scaffolded help should be understood in relation to the function it serves and how it accommodates the students’ level of understanding.

scholarly journals Incorporating Citizenship Education Framework in Social Studies Teachers’ Education Programme in Sultanate of Oman

2021 ◽  
Vol 7 ◽  
pp. 1-12
Author(s):  
Saif Al-Maamari ◽  
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Student Teachers ◽  
Citizenship Education ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Sultanate Of Oman ◽  
Policy And Practice ◽  
Preparation Programs ◽  
Social Studies Teacher

Educational system in Oman is attempting to educate Omani students to be "good" citizens in an increasingly globalized society. However, a few studies that have been conducted until now in Oman revealed a gap between the intentions of the educational policy of teaching citizenship education in the schools and the actual practices of teacher education preparation programs. Therefore, any endeavor to develop citizenship in Oman schools will not achieve its goals without taking teacher education into account both pre-service and in-service. Accordingly, the present study aims to propose a framework for developing citizenship education in the initial teacher education in Oman. This descriptive study highlighted the gap between the policy and practice in social studies teacher education. The international literature reveals that student teachers feel insufficiently prepared to develop citizenship and Omani student teachers are not exceptional. Thus, the present study proposed a framework to incorporate citizenship education in the current teachers' preparation programs. Furthermore, the study reveals the inadequate presence of the topic of citizenship in teacher education. Therefore, teachers' understanding of citizenship becomes shallow, which undoubtedly leads to superficial learning on the part of the students. Therefore, a framework was proposed to develop citizenship in teacher education. This framework consists of the rationale behind the change, the Layout of the ground for change in teacher education, the mechanisms of the change, and the areas of the change.

scholarly journals Motivation and commitment of English student teachers of some Universities in Indonesia

2020 ◽  
Vol 15 (6) ◽  
pp. 1642-1658
Author(s):  
Fadhilah Suralaga ◽  
Siti Nurul Azkiyah ◽  
Rumtini Rumtini ◽  
Yenny Rahmawati ◽  
Yunita Faela Nisa
Keyword(s):  
Gender Differences ◽  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Descriptive Analysis ◽  
Education Programme ◽  
Quantitative Approach ◽  
Teacher Education Programme ◽  
Integrative Motivation ◽  
The Government

Teachers play crucial roles; therefore, this study is intended to examine student teachers’ motivation (instrumental vs. integrative) and commitment (committed passionate, committed compromiser, undecided and uncommitted) to teaching. Quantitative approach using a questionnaire was conducted involving 328 English student teachers from some universities in Indonesia. Using the descriptive analysis, the findings show that those having integrative motivation are 56% and the highest figure for the level of commitment is, as expected, committed passionate (44%). Concerning gender differences, more males (M: 60%, F: 55%) were surprisingly found to have integrative motivation, although more females were found to have the highest level of commitment (M: 35%, F: 47%). These findings at the same time reveal a considerably high proportion of those who did not have a genuine motive to enroll in a teacher education programme and to commit to becoming teachers implying necessary measures from both the government and the teacher education institutions.  Keywords: Commitment, motivation, student teacher, teacher, teacher education.

scholarly journals The Journey towards a Teacher’s Ecological Self: A Case Study of a Student Teacher

2014 ◽  
Vol 16 (2) ◽  
pp. 103-114 ◽  
Author(s):  
Rea Raus ◽  
Thomas Falkenberg
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teacher ◽  
Critical Dimension ◽  
Education Programme ◽  
Initial Teacher Education ◽  
Educational Systems ◽  
Pedagogical Practice ◽  
Holistic View ◽  
Ecological Self

Abstract Transforming our educational systems to support sustainable development is a challenge that involves all levels of education – policy, curriculum and pedagogical practice. One critical dimension to look at is a teacher’s identity as it influences a teacher’s decision-making, behaviour and action. The ecological self is the concept that is used in the context of sustainability. This paper discusses the emerging ecological self of one student teacher during her initial teacher education programme. The concepts of the teacher’s self and the ecological self form a lens through which the story of this student teacher is examined. The paper focuses on one part of a broader, longitudinal study of student teachers and their understanding of pedagogy and connectedness with nature in the context of the need for reorienting teacher education towards sustainability. Sterling’s (2001) conceptual framework of ecological view on education is taken as a tool to analyse the collected data. The results indicate that deep connectedness to nature and empathy are framing the holistic view on learning, teaching and a teacher’s self.

Connections Between Theory and Practice in Teacher Education

2013 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Nabi Bux Jumani
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Professional Education ◽  
Teaching Practice ◽  
Focus Group Interview ◽  
Education Programme ◽  
Theory And Practice ◽  
Practice Gap ◽  
Theory Practice Gap ◽  
The Relationship

A fundamental component in professional education is the link between theory and practice. However, students in professional education programmes experience a lack of coherence between theory and practice which is often described as theory practice gap. The aim of this study was to explore the relationship between theory and practice in MA Education Programmes offered by International Islamic University and to contribute with knowledge about how to bridge the gap between theory and practice in teacher education programme. Data were obtained through focus group interview with 40 MA Education female students who completed their four months teaching practice in December 2011. Data reveal that student teachers are quite satisfied with their pedagogical preparation and find difference in theory and practice in teacher education institutions and practice schools in Pakistan. Data indicate that student teachers were not allowed by schools to implement their learnt teaching strategies.

Responsive Practices in Online Teacher Education

2015 ◽  
pp. 1-18
Author(s):  
Thurídur Jóhannsdóttir
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching And Learning ◽  
Education Programme ◽  
Shared Responsibility ◽  
Student Groups ◽  
Model Schools ◽  
School Based ◽  
Cultural Historical Activity ◽  
Teacher Education Faculty

The chapter describes research on the development of teaching and learning in a distance teacher education programme in Iceland. The focus is on challenges that school-based student teachers faced in learning to become online students and the way in which their experience of teaching in schools contributed to the development of teaching and learning in the programme. Cultural-historical activity theory was used for analysing the development of individuals and activity systems as a dialectical process. The expansive learning theory directed the contradiction analysis to reveal tensions and challenges in the development of practice within the programme, as well as future developmental possibilities. Data includes interviews with school-based student teachers and observation of face-to-face sessions, as well as transcriptions of online courses. Results indicate that a combination of non-traditional student groups and new online tools called for changed practice in teacher education and that a new model of teaching and learning is emerging. In order to develop this model, schools and the teacher education faculty need to look at the education of student teachers as a shared responsibility and negotiate acceptable arrangements for the institutions involved.

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