scholarly journals Finding Spaces: Teacher Education Technology Competencies (TETCs)

2021 ◽  
Vol 11 (11) ◽  
pp. 733
Author(s):  
Andrea C. Burrows ◽  
Gabriel P. Swarts ◽  
Linda Hutchison ◽  
Jason M. Katzmann ◽  
Rod Thompson ◽  
...  
Keyword(s):  
Teacher Education ◽  
Secondary Education ◽  
Education Program ◽  
Education Technology ◽  
Faculty Members ◽  
Technology Competencies ◽  
Use Of Technology ◽  
Adoption And Implementation ◽  
Mountain West ◽  
Secondary Methods

This article explores technology’s integration, assessment, and reflection within a single secondary education program at a Mountain West university. In light of the publication of the Teacher Education Technology Competencies (TETCs), faculty members of a secondary education program focused on existing practices and pathways for expansion to better align with the TETC standards in the future. The purpose of this study was to explore existing practices of incorporating technology into secondary methods coursework and to search for new spaces to implement the TETC guidelines and structure, as well as explore the roles faculty play in the adoption and implementation of technologies. Vignettes authored by faculty in each content area provide a rich depth of faculty experience and dispositions regarding technology integration, as well as spaces for the deeper use of technology based on the TETC recommendations. Key questions emerged about the efficacy of current technology practices, as well as the experiences and dispositions of the faculty within the secondary education program. Findings show that secondary education faculty use domain/content-specific technologies in their course; are expected to be “meta-experts”, both discovering and implementing technology simultaneously; and tend to discover technologies through content-specific interactions and discussions.

scholarly journals MONITORING AWARENESS ABOUT CRITICAL THINKING OF COLLEGES STUDENTS IN ALMATY

2021 ◽  
pp. 20-30
Author(s):  
M. O. Kabysheva ◽  
A. A. Shaymardanova ◽  
M. E. Semenov
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Secondary Education ◽  
Educational System ◽  
Education Program ◽  
Self Regulation ◽  
Adoption And Implementation ◽  
Significant Difference ◽  
Monitoring Study ◽  
The Republic

The need to understand the concept of critical thinking grows out of the requirements for a modern person, in addition, critical thinking is an important component of the state strategy for the development of education and science of the Republic of Kazakhstan. We are convinced that this topic will develop together with the educational system of our country. The monitoring study presented in the article is the first in Kazakhstan, its purpose is to find out how successfully the concept of critical thinking as a way of thinking has been conveyed to students over the years since the adoption and implementation of the updated content of secondary education program. The study compared two groups of students: those who studied and those who did not study according to the updated content of secondary education, in order to find out how effectively the concept of critical thinking was learned by students. According to the monitoring results, there was no significant difference between the two groups of students, but the respondents' answers showed that there is a persistent non-distinction between such concepts as decision-making in emergency and critical situations, analysis, conclusions, self-regulation, speed of decision-making and success in the exact sciences in the perception of the concept of "critical thinking". At the end of the article, recommendations are given for further use of the obtained data for other studies.

scholarly journals Teacher Education Partnerships: Integration of Case Studies within an Initial Teacher Education Program

2009 ◽  
Vol 18 (2) ◽  
Author(s):  
Darlene Parker ◽  
Deirdre Smith ◽  
Patricia Goldblatt
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teaching Profession ◽  
Faculty Members ◽  
Initial Teacher Education ◽  
Case Study Methodology ◽  
Self Study ◽  
Study Methodology

This paper outlines the partnership between the Faculty of Education at Brock University and the Ontario College of Teachers as the self-regulatory body for the teaching profession in Ontario. The paper explores how two institutions collaborated to use case study methodology with faculty members in an initial teacher education program. The paper explores the planning and delivery of a case study institute to faculty members of the Teacher Education Department at Brock University and how self-study was incorporated to reflect on the partnership. This paper details the partnership and the links between self-study of teacher education practices and the constructivist approach of case study methodology.

Infusing Technology into a Physical Education Teacher Education Program

2012 ◽  
pp. 422-436
Author(s):  
Joanne Leight ◽  
Randall Nichols
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Teacher Productivity

Technology is changing the way Physical Education is taught. From heart rate monitors and pedometers to podcasting, exergaming, and desktop applications, tomorrow’s teachers need to know how to infuse technology into their teaching. The use of technology in Physical Education can increase both student learning and teacher productivity. Courses in a comprehensive PETE (Physical Education Teacher Education) program can be divided into the following categories: Fitness related courses, Activity courses, Assessment courses, and Methods courses (including field experiences and student teaching). A strong PETE program will infuse technology into the course work in all four categories, in addition to a stand-alone technology course that introduces the various forms of technology that will be used in their future Physical Education classroom. This chapter will describe how to prepare future physical educators to utilize the myriad of technological options available in the field.

A Professional Development School Technology Integration and Research Plan

2014 ◽  
pp. 1741-1757
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers' use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

scholarly journals Quality assessment of physical education program of state universities in the Philippines

2019 ◽  
Vol 5 (2) ◽  
pp. 166
Author(s):  
Teejay Dela Cueva Panganiban
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Education Program ◽  
The Philippines ◽  
Faculty Members ◽  
State Universities ◽  
Administrative Staff ◽  
Statistical Measures ◽  
Significant Difference ◽  
Education Supply

This descriptive-evaluative research was undertaken to assess the physical education program of five state universities in Region IV–A by 28 administrative staff, 69 faculty members, and 390 students. The study used the whole population of administrative staff and faculty members while Slovin’s formula was used to determine the sample size for students. Using self-made questionnaire and appropriate statistical measures, the results revealed a high level of awareness on physical literacy as an essential foundation of physical education among faculty members. The assessments of the faculty and student-respondents on Physical Education along with teacher education, supply and development was excellent and revealed a non-significant difference among the assessment made by administrative staff, faculty members and students. Moreover, the assessment on teacher education, supply and development, facilities and resources, and curriculum flexibility were found to be predictors of Physical Education program with curriculum flexibility as the best predictor. This study calls for enrichment of Physical Education Program to achieve quality delivery of the program.

A Professional Development School Technology Integration and Research Plan

2013 ◽  
pp. 45-68 ◽  
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Public Schools ◽  
Technology Integration ◽  
Education Program ◽  
Technology Diffusion ◽  
Teacher Education Program ◽  
Network Member ◽  
Use Of Technology ◽  
School Technology Integration

Technology diffusion in public schools has varied in scale from local and state initiatives to large-scale governmental-funded programs. Teachers’ use of technology, however, remains limited and still focuses on the tools rather than on learning outcomes and teaching processes. Teacher education programs face a similar challenge in having pre-service teachers integrate technology and model best practice for teachers in public schools. One model for teacher education is viewing public schools and the university-based teacher education program as Professional Development Schools (PDS) where pre-service teachers and host teachers learn alongside each other in actual teaching including technology use. In this case, a mature PDS model (20 years old) is described along with how technology has been implemented across the teacher education program and within the PDS-network member schools. This case poses for the reader two questions: (1) How can technology diffusion occur in a PDS model addressing the different agendas of university, school, and state? (2) How can a technology integration plan also include program evaluation and/or research features so that the plan is formally and systematically studied?

scholarly journals Are secondary preservice teachers well prepared to teach with technology? A case study from China

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
George Zhou ◽  
Zuochen Zhang ◽  
Yueke Li
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Education Program ◽  
Teacher Education Program ◽  
Chinese Universities ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Area Data

<span>This case study investigates how well secondary preservice teachers are prepared to use technology in teaching in China. The study focuses on a teacher education program that is a representative of many of those in mid-sized Chinese universities. It examines participants' experiences with, perspectives of, and expectations about the use of technology and the training they are receiving in this area. Data collected through survey and interviews indicate that research participants have similar perspectives regarding the use of technology in teaching and the integration of technology in teacher education as their counterparts elsewhere. They reported an overall low level of ability to use technology and shared some concerns with the technology training they received from the teacher education program.</span>

scholarly journals E-Portfolios and Exploring One’s Identity in Teacher Education

2021 ◽  
Vol 1 (2) ◽  
pp. 1-17
Author(s):  
Christine Ho Younghusband
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Research University ◽  
Teacher Education Program ◽  
Education Technology ◽  
Academic Faculty ◽  
Continued Use ◽  
Practicum Experience ◽  
Post Baccalaureate

Academic faculty in a two-year post-baccalaureate teacher education program at a small research university in British Columbia explored the extended use of e-Portfolios into final practicum over a three-year period. The education technology course offered in Term Three asked teacher candidates to create and design an e-Portfolio as part of the coursework. In this program evaluation, the author investigated the continued use of e-Portfolios into Term Four during final practicum. Faculty in this teacher education program sought ways to improve the program, particularly the practicum experience for teacher candidates. Extending the use of e-Portfolios into Term Four was one of three initiatives that were adopted. The e-Portfolio served as a digital platform for teachercandidates to archive, reflect, and sense-make; italso functioned as a means to develop theirprofessional identities and understanding of theprofessional standards. The final practicumconcluded with a Celebration of Learning and thecapstone presentations referenced e-Portfolios.This paper focuses on how e-Portfolios wereintroduced and implemented with six cohorts, whatwas observed by the faculty member, and whatwas learned from the implementation to inform thefuture use of e-Portfolios in the program andprogram redesign. The extended use of e-Portfolios during the final practicum was found tobe a viable initiative and revealed professionalqualities of teacher candidates that may not havebeen visible otherwise.

scholarly journals Evaluating Teacher-Candidates’ Teaching in the Extended Practicum

2004 ◽  
Vol 14 (1) ◽  
Author(s):  
Edwin G. Ralph ◽  
Brian W. Noonan
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Faculty Members ◽  
Teaching Performance ◽  
Program Administrators ◽  
Pre Service Teacher Education ◽  
The University ◽  
Pre Service Teacher

This study reports the aggregate results of the evaluations of the teaching performance of 17 cohorts of teacher-candidates (n = 374), who completed their extended practicum during their pre-service teacher-education program at one Western Canadian university. Over a 15-year period, one of the researchers served as the College Supervisor for these cohorts in their respective four-month internship in schools in a variety of locations throughout the province. The teacher-candidates’ final evaluations on nine categories of teaching performance revealed varying levels of strength among the skill areas. Implications of the findings are drawn: (a) for the undergraduate program administrators, faculty members, and practicum-program personnel at the university connected to this study, and (b) for other teacher-education institutions interested in making use of this information to help inform their deliberations in assessing/improving their own pre-service and practicum initiatives.

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