scholarly journals Prospective Teachers’ Representations on the Concept of Force

2021 ◽  
Vol 11 (10) ◽  
pp. 614
Author(s):  
Berta Martini ◽  
Marisa Michelini ◽  
Alberto Stefanel ◽  
Monica Tombolato
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Prospective Teachers ◽  
Broad Spectrum ◽  
Physics Education ◽  
Educational Level ◽  
General Didactics ◽  
Teachers Professional Development ◽  
Tools And Methods ◽  
Force Concept

We present a study on teacher education and, in particular, on Physics. Our assumption is that General Didactics and Disciplinary Didactic constitute two fundamental components of teachers’ professional development and therefore both must be used to interpret didactic phenomena adequately. This research involves a sample of 274 prospective teachers, enrolled in the Primary Education Sciences degrees in three Italian Universities (Milano Bicocca, Udine, Urbino,). It concerns the study of the spontaneous representations produced by students to foster understanding of the force concept and on the reasons given to motivate their effectiveness on an educational level and disciplinary one. The research tools and methods were developed by crossing the literature of General Didactics and Physics Education, identifying analytical categories that emerge from two different and complementary perspectives. In the broad spectrum of students’ conceptions, given by this double perspective, some aspects stand out: most of the representations do not include the representation of the forces at play, but rather imply a precise didactic approach inherent to the concept of force. This is confirmed by the analysis of the didactic and disciplinary motivations, in which a frequent identification of the two types of motivations emerges.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

Promoting Teacher Professional Development through Online Task-Based Instruction

2010 ◽  
Vol 1 (4) ◽  
pp. 52-65 ◽  
Author(s):  
María Elena Solares-Altamirano
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Online Education ◽  
Teacher Development ◽  
Online Course ◽  
Task Definition ◽  
Teacher Professional ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teachers Professional Development

The importance of teachers in the success of Task-Based Language Teaching (TBLT) is unquestionable. However, designing a teacher course on TBLT raises many questions concerning ‘what’ and ‘how’ it can be implemented. Can teachers’ professional development be promoted through Task-Based Instruction (TBI)? This paper explores this question by examining the design and implementation of an online course for teacher development on TBLT at the National Autonomous University of Mexico. This paper proposes a task definition for teacher education and develops a framework for TBI in online teacher education. The tasks, suggested framework for professional development, and potential of online education resulting from the interaction tools used in this course also provide insights into the development of online TBI for teacher education.

scholarly journals The Professional Competence of Teachers in Inclusive Practice and their Advice for Prospective Teachers

2021 ◽  
Vol 5 (2) ◽  
pp. 57-74
Author(s):  
Serdal DENİZ ◽  
Serife Senay İLİK
Keyword(s):  
Professional Development ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Quantitative Research ◽  
Professional Competence ◽  
Structured Interview ◽  
Mixed Methods Design ◽  
Inclusive Practice ◽  
Teachers Professional Development ◽  
Qualitative Part

This research was carried out to identify teachers’ professional competence development about inclusive practice and their advice for prospective teachers about this practice. Parallel Mixed-Methods Design was used in this study. In the quantitative research part of this study, ‘The Development of the Professional Competencies Scale’ about Inclusion for teachers was used. Also, In the qualitative research part a Semi-Structured Interview Form was used to learn the recommendations of teachers who work in inclusive practices to prospective teachers about these practices. In this research, for data analysis in quantitative research part; percentage, frequency and arithmetic mean took part in descriptive statistics were used. Regarding the qualitative part, content analysis was implemented. As a result of this study, it was found out that teachers' professional development competencies related to inclusion were moderate, teachers' professional development competencies for inclusion didn’t differ according to gender, teachers' getting education for inclusion was an important factor which determines teachers' professional development competencies for inclusion, and it has been determined that teachers' age, branches, the type of disability of their students are not important factors on their professional development competencies for inclusion. Teachers, about inclusion practices, teacher candidates; They provided advice on professional development, special education content information, arrangements for students, cooperation with staff, parent training, IEP training and integration adaptations.

Prospects and Challenges of Social Studies Teachers Professional Development in Nigeria

2017 ◽  
pp. 138-161
Author(s):  
Adetola Elizabeth Oyewo ◽  
Samuel Uwem Umoh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Social Studies ◽  
Citizenship Education ◽  
School Curriculum ◽  
Social Competency ◽  
The People ◽  
Teachers Professional Development ◽  
Oriental Studies ◽  
Second World

Social Studies as a subject was introduced in several countries to meet certain specific needs and aspirations of the people. In Britain for instance, Social Studies was introduced into the school curriculum after the first and second world wars, as a panacea for social problems (Edinyang & Ubi, 2013). While in America, Social Studies was introduced with the intent of social competency and citizenship education (Adeshina, 2013, 2010). Social Studies is called different names in different countries, such as cultural studies, oriental studies, environmental education/studies, citizenship education or social science (Amos, 2014). In this chapter Social Studies in Nigeria is discussed with a focus on teacher education and professional development.

scholarly journals The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

2018 ◽  
Vol 11 (4) ◽  
pp. 54
Author(s):  
Rifat Efe
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Study Skills ◽  
Science Student ◽  
Approaches To Studying ◽  
Teachers Professional Development ◽  
Pearson Correlations ◽  
Academic Year

In this study, the relation between science student teachers’ approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers’ approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers’ professional development while they are training to become teachers.

Implementation of the Chain Reaction Project in Georgia

2019 ◽  
pp. 70-81
Author(s):  
Marika Kapanadze
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Teacher Professional Development ◽  
State University ◽  
Chain Reaction ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

Ilia State University (ISU) is one of Georgia's leading universities in teacher education and has taken part in a number of EU funded projects aimed at implementing new approaches to science teaching in Georgia, including those with an inquiry-based science education (IBSE) focus. This chapter gives an overview of the Chain Reaction project in Georgia, including discussion of the teacher professional development scheme, the perceptions of teachers following participation and implementation of the project, and the impact of Chain Reaction on students' motivation and teachers' professional development.

Exploring the Use of Mobile Devices and Applications to Support Field Experience in Teacher Education Courses

2016 ◽  
pp. 477-494
Author(s):  
Yiu-chi Lai ◽  
Pui-wan Pamela Leung ◽  
Tak-wah Wong ◽  
Tze-leung Raymond Yuen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Mobile Technology ◽  
Field Experience ◽  
Cloud Services ◽  
Professional Practices ◽  
Reflective Journals ◽  
Teachers Professional Development ◽  
Education Courses

Field experience at the Hong Kong Institute of Education (HKIEd) is viewed as a central aspect to our programmes. The proposed chapter will discuss a project that aimed to enhance student teachers' professional development in FE by adopting mobile technology and cloud services. Also, the use of digital forms of FE documents such as TP supervision forms, FE portfolios, and reflective journals enables student teachers and Institute supervisors to build their own e-portfolio for further sharing of their professional practices within and outside the Institute.

scholarly journals ALAR som tilnærming for å skape økt forståelse hos deltakere for forskning og for forståelse for FoU i skole og i lærerutdanning

2020 ◽  
pp. 419-436
Author(s):  
Annfrid R. Steele
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Knowledge ◽  
Development Project ◽  
Mutual Understanding ◽  
Mutual Learning ◽  
School Based ◽  
Teachers Professional Development ◽  
Integrate Research

There is an increased focus in teacher education on research-based teaching as a means to develop a more research-based professional knowledge. However, research from several Western countries shows that neither school-based nor university-based teachers are familiar with how to integrate research-based knowledge in professional teacher practice. This ALAR-study focuses on how a research and development project has been carried out in tripartite collaboration between student teachers, school-based and university-based teachers. This process initiated mutual learning and understanding of research-based knowledge between the participants in balanced partnership. The present study shows how ALAR can develop partnerships and mutual understanding of research-based knowledge between universities and schools, in respect of student teachers’ professional development.

scholarly journals The specialized academic preparation of the Physics Education teacher as perceived by student teachers and graduates

2008 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Mervat Mohamed Al Tawansy ◽  
Hisham Ahmed Moheeb ◽  
El-Ham Mohamed Abd-el-Menim
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Prospective Teachers ◽  
Physics Education ◽  
Sport Management ◽  
Academic Preparation ◽  
Education Teacher ◽  
Credit Hours ◽  
Field Practice ◽  
Elective Courses

This study aimed at Investigating the Physical Education graduates and prospective teachers about their academic preparation program. This may help us identify the strengths and weaknesses of the program and bridge the gap between the PE teacher education and the requirements of the field practice. Thus a questionnaire including the theoretical courses, the practical courses and the elective courses was developed and validated, and then was administered to 145 female and male teachers and 50 student teachers. The findings of the study showed the relevance of most of the theoretical and practical courses offered in the department to the teachers’ career. It also showed that the program needs to include some other courses such as aquatic and fighting sport. Further, some elective courses should be offered such as posture education, scientific research, recreation, handicapped education, and sport management. Moreover, the credit hours of the specialized courses should be increased.

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