scholarly journals The Impact of Visual Frameworks on Teacher Candidates’ Professional Reflection

2011 ◽  
Vol 5 (1) ◽  
pp. 193-210
Author(s):  
Nancy Maynes ◽  
Lynn Julien-Schultz
Keyword(s):  
Teacher Education ◽  
Teacher Candidates ◽  
Professional Growth ◽  
Graphic Organizers ◽  
Teacher Education Program ◽  
Growth Data ◽  
Teaching Evaluations ◽  
Instructional Focus ◽  
Professional Contexts ◽  
The Impact

This study examined teacher candidates’ reflections about the use of two graphic organizers referenced in their teacher education program. Fourteen themes were identified relating to teacher candidates’ instructional focus; awareness of the value of the organizers to improve focus on their students’ learning, growth, and independence with instructional tasks; and their focus on professional growth. Data from this study provides information to allow future comparison of teacher candidates’ diversity in reflections with their teaching evaluations. Connections with brain development are identified to support the use of complex graphic organizers in professional contexts for teachers.

scholarly journals Sustainability of an Urban Teacher Education Program

2019 ◽  
Vol 3 (3) ◽  
pp. 21
Author(s):  
Laura Atkinson ◽  
Sarup R. Mathur ◽  
Stanley H. Zucker
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Candidates ◽  
Liberal Arts ◽  
Teacher Education Program ◽  
The United States ◽  
Urban Teacher Education ◽  
Urban Teacher ◽  
The Impact

Most of the teacher preparation programs in the United States adhere to a traditional curriculum that includes courses in foundations, liberal arts, methods, and student teaching. Too often these programs fail to provide opportunities for culturally responsive teaching where teacher candidates are encouraged to explore the role of culture in developing identity, providing space for learning, and building communities. A one-year Urban Teacher Education Program (UTEP) was created that focused on preparing teachers to work with disadvantaged, underprivileged, and marginalized children in urban schools. Teacher candidates received spaces to question their own thinking and reflect about issues related to (1) identity, (2) culture, (3) learning, and (4) assessment during this program. Four years after program completion, five participants from UTEP were selected for this study. The study used a mixed method approach to measure maintenance in transformation in their thinking. The results showed sustainability of the impact of the program four years later.

scholarly journals Do Prospective Teachers Care About PISA Studies? A Pilot Study among University Students in Germany

2017 ◽  
Vol 10 (5) ◽  
pp. 26 ◽  
Author(s):  
Olga Ioannidou ◽  
Despoina Georgiou ◽  
Andreas Obersteiner ◽  
Nilufer Deniz Bas ◽  
Christine Mieslinger
Keyword(s):  
Teacher Education ◽  
University Students ◽  
Prospective Teachers ◽  
International Student ◽  
Teacher Education Program ◽  
Student Assessment ◽  
International Student Assessment ◽  
The Impact ◽  
Very High ◽  
Expected Outcomes

The results of international comparison studies such as the Program for International Student Assessment (PISA) have initiated intense discussions about educational reforms in Germany. Although in-service and pre-service teachers are an essential part of such reforms, little is known about their attitudes towards PISA studies. The present study aims to fill this gap through the investigation of pre-service teachers’ awareness, interest, perception, and attitudes towards PISA. A questionnaire was used to survey a sample of 107 university students who were participating in a teacher education program. The results reveal that 100% of the participants are aware of PISA. Nearly 69% of the participants think that the impact of PISA is rather high or very high, while 41% of them believe that PISA results are reliable. Accordingly, half of the participants seem to be interested in PISA results for their country. The present study discusses these findings in the light of the expected outcomes as proposed in standards for teacher education.

scholarly journals Teacher Education through Art: How to Teach Social Sciences through Artwork –The Student-Teachers’ Views

2018 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Vasiliki Brinia ◽  
Reni Giannimara ◽  
Paraskevi Psoni ◽  
George Stamatakis
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Fine Arts ◽  
Specific Teaching ◽  
Multi Level ◽  
Collaborative Skills ◽  
First Time

The present paper aims at presenting an innovative approach to educating teacher-candidates through the art. More specifically, it aims at exploring the benefits of this approach for student-teachers and for their future teaching of social science subjects. It is an experiential approach, based on a multi-level methodology, developed and implemented through the collaboration of the Teacher Education Program of Athens University of Economics and Business with the Aalto University and the Athens School of Fine Arts. After the completion of the implementation of the specific teaching method, the student-teachers have been interviewed, in order to detect their views on the effectiveness of this method, which has been introduced for the first time in the Teacher Education field in Greece. The results are positive with the interviewees reporting having achieved an in-depth and multi-perspective understanding of the matter in discussion as well as enhanced collaborative skills among other benefits.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

scholarly journals Attainment of the Immediate Program Graduate Attributes and Learning Outcomes of Teacher Candidates towards Global Competence Initiatives

2020 ◽  
Vol 19 (12) ◽  
pp. 106-125
Author(s):  
Gilbert C. Magulod ◽  
Leonilo B. Capulso ◽  
Josephine Pineda Dasig ◽  
Micheal Bhobet B. Baluyot ◽  
John Noel S. Nisperos ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Outcomes ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
The Philippines ◽  
Global Competence ◽  
Graduate Attributes ◽  
The Difference ◽  
High Level ◽  
Program Graduate

This paper focuses on assessing the immediate program graduate attributes and learning outcomes for the teacher preparation towards global competence initiatives. It describes the students' retrospection, which will serve as a basis for the program's strategic enhancement. This study employed a descriptive survey of 75 teacher candidates in the Philippines. Findings revealed that the top five highest program graduate attributes are lifelong learner, responsive teacher, ethical educator, subject matter expert, and multi-literate educator. Simultaneously, the bottom five are effective communicator, value-laden educator, instructional material developer, classroom manager, assessor and evaluator, and curriculum planner and implementer. Grade in experiential learning courses spelled the difference in the acquisition of graduate attributes. Implying that students with high academic performance perceived themselves to have a high level of acquisition of the Immediate Graduate Attributes (IGA). Retrospection of the respondents showed excellent satisfaction with the research and extension services, educational counseling program, and the instructors and professors' qualities while family and relatives were influential in choosing teaching as career preparation. Finally, parents' satisfaction and geographic locations are important factors that affect the teacher education program enrollment. This study will serve as reference in designing teacher education initiatives towards internationalization.

scholarly journals Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

2016 ◽  
Vol 25 (2) ◽  
Author(s):  
Lee Anne Block ◽  
Paul Betts
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Identity ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Strong Connection ◽  
Socially Constructed ◽  
The University

Teacher candidates’ individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This paper explores how agentic teaching identities emerge within the layered contexts of our teacher education program as examined in five narratives of teacher candidates’ experience. These narratives involve tension, inquiry, successes and risks, as teacher candidates negotiate what is means to learn how to teach, to teach and to critically reflect on knowledge needed to teach. We conclude that navigating teacher identity is a teacher candidate capacity that could be explicitly cultivated by teacher education programs.

Transformational Learning for Community Health

2014 ◽  
pp. 164-181
Author(s):  
Carlos E. Quiñones-Padovani ◽  
Clarena Larrotta
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Community Health ◽  
Transformational Learning ◽  
Education Program ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education

The qualitative research study explored in this chapter took place in a physical education teacher education program at a large public university in Puerto Rico. Study findings are relevant for similar programs in the United States. The research questions guiding the chapter are: (1) What can physical education teacher candidates do to help promote community health awareness? (2) What does transformational learning look like for physical education teacher candidates in a physical education teacher education program? (3) From the point of view of the university instructor, what are the challenges training physical education teacher candidates to promote health awareness? Data collection sources include: The researcher's journal, informal conversations with physical education teacher education university colleagues from different institutions, alumni questionnaire responses, electronic communications with 11 physical education teacher education program graduates, and documents (e.g., the National Association for Sports and Physical Education Standards, and the Physical Education Teacher Education Standards). The authors draw on transformational learning theory as a framework to inform the study, and narrative analysis plays a central role reporting study findings. The chapter includes the following sections: a theoretical framework section discussing how transformational learning theory informs the study; a relevant literature section that provides the definition, benefits, and connection with concepts such as physical activity, community health, and effective teaching in physical education; a qualitative methodology section that describes the study setting and participants; data collection sources and data analysis procedures; a study findings section that is organized by research questions; an implications for practice section; and conclusion.

Current Economic and Political Dispensation and Teacher Education Programs in Niger Delta Region

2016 ◽  
pp. 1424-1437
Author(s):  
Nwachukwu Prince Ololube ◽  
Nanighe Baldwin Major ◽  
Peter James Kpolovie
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Niger Delta ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Effective Teacher ◽  
Delta Region ◽  
Education Programs ◽  
Niger Delta Region ◽  
The Impact

In this chapter we highlighted the impact of the current economic and political dispensation in Nigeria and its impact on teacher education programs and the means of enhancing teacher education in the Niger Delta region. This paper is a conceptual and methodological breakthrough in Nigeria's academic landscape where qualitative and quantitative experiences highlight issues that are pertinent to teacher education program in the Niger Delta. The chapter proposed that the Niger Delta region's and the entire Nigeria's teacher education programs would be advanced if the component parts of the current economic and political disposition are resolved. This chapter contends that the Niger Delta region has the potential to address the challenges currently faced in the region such as social disruption (violence threat), poverty, hunger, disease, conflict, marginalization, and the achievement and improvement for effective teacher education programs. This chapter is of the immense judgment that successfully addressing the challenges currently faced in the Niger Delta region, teacher education programs will greatly improve qualitatively and quantitatively.

scholarly journals Pre-Service Teachers’ Reactions to Education Teacher Performance Assessment

2019 ◽  
Vol 11 (2) ◽  
pp. 44-52
Author(s):  
Belete Mebratu ◽  
Kelly Ahuna
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Education Teacher ◽  
Master Of Science ◽  
Science Degree ◽  
Research Questions ◽  
Insight Into

The purpose of study was to explore the experiences of teacher candidates about being assessed by the Education Teacher Preparation Assessment (edTPA) requirements during their student teaching practicum. Fifty-six elementary and adolescent majors working for a Master of Science Degree in Education participated in the study by responding to open-ended survey questions. The study aimed at answering two research questions: (1) What are the challenges/concerns that the student teachers report about their experiences of edTPA during their student teaching placements? (2) Do teacher candidates suggest edTPA remains as part of the teacher education program requirement? The findings of the study indicate that the teacher candidates are adamant about their unfavorable experiences of edTPA implementation. They expressed that they found edTPA requirements to be an additional burden, not beneficial, a distraction, and they suggest that edTPA should be discarded from current teacher education programing. While such findings call for considerations to revisit aspects of edTPA for improvement, further studies are suggested to add insight into the nature of edTPA implementation.

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