scholarly journals Prosocialness and Happiness in Chilean Student Teachers

2021 ◽  
Vol 12 ◽  
Author(s):  
Manuel Mieres-Chacaltana ◽  
Sonia Salvo-Garrido ◽  
Marianela Denegri
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Structural Equations ◽  
Positive Relation ◽  
Initial Teacher Training ◽  
Structural Equations Model

The aim of the study was to evaluate the relation between prosocialness and happiness in a sample of student teachers (N=224, age=21.42). Adapted versions of a prosocialness scale and another on happiness were used. A structural equations model was estimated that presented a suitable fit (CFI=0.951; TLI=0.944 and RMSEA=0.065). The results yielded a positive relation between prosocialness and happiness. Its implications for initial teacher training are discussed.

scholarly journals Spokes in the Wheels of CLIL for Multilingualism or How Monolingual Ideologies Limit Teacher Training

2019 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Otilia Martí ◽  
Laura Portolés
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
The Netherlands ◽  
Student Teachers ◽  
Primary Education ◽  
Teaching Approach ◽  
Initial Teacher Training ◽  
English Only ◽  
Practitioner Perceptions ◽  
The Impact

In line with van Kampen et al.’s (2018) research about specialist and practitioner perceptions on the goals for CLIL in the Netherlands, the present study addresses Hüttner, Dalton-Puffer and Smit’s (2013) call for investigating teachers’ beliefs about CLIL in European countries like Spain where this teaching approach is highly institutionalized. Unlike the aforementioned studies, though, ours focuses on novice subject teachers in Primary education. More specifically, it links teacher cognition and pre-service or initial teacher training with the aim of exploring the extent to which student teachers’ beliefs mediate their education. The analysis of how these student teachers understand the aims and language principles of CLIL unveils the role that a set of monolingual ideologies (e.g. “the English only policy”) play in the conceptualization and consequent acceptance or disapproval of this teaching approach. As we also pay heed to the impact of tertiary instruction on participants’ beliefs, implications for CLIL teacher preparation programmes are discussed.

scholarly journals Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England

2019 ◽  
Vol 9 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Lee Jerome ◽  
Victoria Brook
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Professional Learning ◽  
National Standards ◽  
Power Dynamics ◽  
Content Type ◽  
Initial Teacher Training ◽  
School Based ◽  
Comparison Approach

Purpose In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012). Design/methodology/approach An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards. Findings The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning. Originality/value The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.

scholarly journals Promoting Student Teachers’ Self-Regulated Learning in the Workplace

2021 ◽  
Author(s):  
Emmy Vrieling-Teunter ◽  
Sjef Stijnen ◽  
Theo Bastiaens
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Research Question ◽  
Primary Teacher ◽  
Gradual Transition ◽  
Initial Teacher Training ◽  
Self Regulated Learning ◽  
Motivation For Learning ◽  
Regulated Learning ◽  
Training Schools

AbstractThis quasi-experimental study of self-regulated learning (SRL) in the context of primary teacher education emerged from the importance attributed to SRL for developing student teachers’ active and conscious learning. Contrary to earlier studies that focused on SRL within the initial teacher training, in this study we sought for the impact of increased SRL opportunities on student teachers’ motivation for learning in their workplace which is an important part of their educational program. The study focused on the way in which SRL opportunities for student teachers can be shaped in the workplace (research question one), the differences in perceived SRL opportunities between the experimental and the control condition (research question two) and the differences in motivation for learning between the experimental and the control condition (research question three). In answer to research question one, the earlier findings of SRL within the initial teacher program were combined with the insights and experiences of the stakeholders in practice. This resulted in a SRL approach for the workplace that was applied during one academic year by 12 primary teacher educators in cooperation with 45 primary teachers of 45 training schools. In answer to research question two, the training appeared effective because student teachers in training schools (N = 80) experienced more SRL opportunities than student teachers in the non-training schools (N = 51). In answer to research question three, student teachers in training schools demonstrated more motivational expectancy (i.e. control belief and self-efficacy for learning) compared with student teachers in non-training schools. This was in line with previous findings within initial teacher training. The importance of a gradual transition from teacher control to student control appeared vital.

scholarly journals Projeto TEL@FTELAB: desenho de cenários de aprendizagem na formação inicial de professores de informática

2019 ◽  
Vol 14 (31) ◽  
pp. 37-57
Author(s):  
João Manuel Nunes Piedade ◽  
Ana Isabel Gonçalves Pedro ◽  
Abel Alexandre Silva ◽  
João Filipe Matos
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Student Teachers ◽  
Teaching Practices ◽  
Future Teacher ◽  
Technology Enhanced Learning ◽  
Video Cases ◽  
Initial Teacher Training ◽  
Learning Scenarios ◽  
Enhanced Learning

RESUMO Este artigo apresenta a experiência de desenho e implementação de cenários de aprendizagem na formação inicial de professores de informática desenvolvida no âmbito do projeto Technology Enhanced Learning @ Future Teacher Education Lab (TEL@FTELab). O Projeto TEL@FTELAB financiado pela Fundação para a Ciência e a Tecnologia, assume que os programas de formação e os ambientes educativos enriquecidos com tecnologias digitais podem ser um fator importante no incremento da qualidade dos programas de formação inicial de professores e nas suas futuras práticas profissionais. Uma das fases do projeto consiste na pilotagem de módulos de formação, em dois ciclos consecutivos, com alunos dos mestrados em ensino (e.g. Biologia, Matemática, Informática, Economia). Cada ciclo de pilotagem implica o desenho de cenários de aprendizagem e a sua implementação junto de alunos do ensino básico e secundário, no âmbito da prática de ensino supervisionada de cada uma das especialidades de formação inicial. Os cenários de aprendizagem apresentam-se como uma forma de planificar atividades de ensino e aprendizagem que promove o desenvolvimento de competências relacionadas com a resolução de problemas, colaboração, pensamento crítico e criatividade. Neste artigo apresenta-se o processo de desenvolvimento e os resultados do primeiro ciclo de pilotagem no mestrado em ensino da informática operacionalizado na produção e apresentação de vídeo cases. Cada vídeo case é composto por um cenário de aprendizagem e vídeo apresentação, um conjunto de Meta dados (e.g. escola, turma, disciplina, módulo, professores) e um conjunto de vídeos com testemunhos dos participantes. Palavras-chave: Projeto TEL@FTELab. Cenários de Aprendizagem. Aprendizagem Enriquecida com Tenologias. Formação Inicial de Professores de Informática.   ABSTRAT This paper describes the experience of design and implementation of learning scenarios in informatic initial teacher training developed under the scope of Technology Enhanced Learning @ Future Teacher Education Lab Project (TEL@FTELab). The TEL@FTElab Project, funded by the National Science and Technology Foundation, assumes that technology enhanced teacher education programs may represent a relevant added value to the quality of prospective teachers’ training and therefore of their teaching practices. One of the project phases is them is about piloting training modules, in two consecutive cycles of implementation, within the Master Programs on Teaching (e.g. Biology, Mathematics, Informatics, Economics). Each cycle of piloting includes the design of learning scenarios by teacher educators and student teachers and its experimentation with basic and secondary school classes, under the scope of supervised teaching practices of each initial training specialties. Learning scenarios are a powerful way to planning learning and teaching activities to promote the development of competences related to problem solving, communication, collaboration, critical thinking and creativity. This paper presents the development process and the results of the first piloting cycle operationalized on the video cases production and presentation. Each videocase consists of a learning scenario description and presentation (in video animation), a set of metadata (e.g., school, students, topic, subject, student teacher and supervisor), a full and short version of scenario for download and a set of participants’ testimonials. Keywords: TEL@FTELab Project. Learning Scenarios. Technology Enhanced Learning. Informatics Initial Teacher Training. RESUMEN Este artículo presenta la experiencia de diseño e implementación de escenarios de aprendizaje en la formación inicial de profesores de informática desarrollada en el marco del proyecto Technology Enhanced Learning @ Future Teacher Education Lab (TEL @ FTELab). El Proyecto TEL @ FTELAB financiado por la Fundación para la Ciencia y la Tecnología asume que los programas de formación y los ambientes educativos enriquecidos con tecnologías digitales pueden ser un factor importante en el incremento de la calidad de los programas de formación inicial de profesores y en sus futuras prácticas profesionales. Una de las fases del proyecto consiste en el pilotaje de módulos de formación, en dos ciclos consecutivos, con alumnos de los másters en enseñanza (referido Biología, Matemática, Informática, Economía). Cada ciclo de pilotaje implica el diseño de escenarios de aprendizaje y su implementación en los alumnos de enseñanza básica y secundaria, en el marco de la práctica de enseñanza supervisada de cada una de las especialidades de formación inicial. Los escenarios de aprendizaje se presentan como una forma de planificar actividades de enseñanza y aprendizaje que promueven el desarrollo de competencias relacionadas con la resolución de problemas, colaboración, pensamiento crítico y creatividad. En este artículo se presenta el proceso de desarrollo y los resultados del primer ciclo de pilotaje en la maestría en enseñanza de la informática operacionalizada en la producción y presentación de video cases. Cada video case se compone de un escenario de aprendizaje y presentación de vídeo, un conjunto de Meta datos (escuela, clase, disciplina, módulo, profesores) y un conjunto de vídeos con testimonios de los participantes. Palabras clave: Proyecto TEL @ FTELAB. Escenarios de Aprendizaje. Aprendizaje Enriquecida con Tenologías. Formación Inicial de Profesores de Informática.   DOI: http://dx.doi.org/10.22169/revint.v14i31.1495

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