scholarly journals Hidden Curriculum in Teacher Education Programs

2021 ◽  
Vol 3 (2) ◽  
pp. 121-124
Author(s):  
Rita Kerekes
Keyword(s):  
Teacher Education ◽  
Hidden Curriculum ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Course Syllabi ◽  
Faculties Of Education

Bibliography of the reviewed book: Mazawi, A. E., & Stack, M. (Eds.) (2020). Course Syllabi in Faculties of Education. Bodies of Knowledge and their Discontents, International and Comparative Perspectives. Sydney: Bloomsbury Publishing. ISBN 9781350094253

scholarly journals Beyond Practicum: Interplay between Prospective EFL Teachers’ Conceptualizations of Field Experience and Teaching Career

2019 ◽  
Vol 10 (1) ◽  
pp. 154
Author(s):  
Merve Selçuk ◽  
Ece Genç Yöntem
Keyword(s):  
Teacher Education ◽  
Teaching Profession ◽  
Theory And Practice ◽  
School Experience ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Efl Teachers ◽  
Practice Teaching ◽  
Faculties Of Education ◽  
The Impact

Becoming a teacher of English language requires both knowledge of theory and practice. Teacher candidates at the faculties of education in BA programs in Turkey practice teaching through observing real classrooms and doing micro-teachings in real schools during their four-year teacher training. This study was conducted at a foundation university in Turkey, in which senior pre-service teachers, before they enter the teaching profession and become novice teachers, go and experience teaching to fulfill the requirements of the practicum (school experience course) in their last semester. This course requires them to observe three different levels of classroom in real schools, write reflective papers, prepare lesson plans and practice teaching. The transition from pre-service to novice teacher can be facilitated via successful practicum programs offered by the faculties of education in Turkey. The impact of practicum tends to result in either entry into teaching or teacher retention. The purpose of this qualitative study is to explore the effects of this program on students’ decisions on entry into the profession. The data were collected in two stages: Before and after the practicum. At the beginning of the last semester, before they go practicum, five pre-service EFL teachers were asked the reasons for choosing teacher education programs, and their concerns related to practicum and the profession through an in-depth semi-controlled interview. Those pre-service teachers were also interviewed on the same topics at the end of the semester, after practicum. Results indicated that practicum or school experience has contributed positively to their perceptions regarding their entry into teaching because almost all of them wanted to enter teaching at the end of the program, and they are in-service teachers now. These findings suggest that teacher education courses should aim to develop students’ practical knowledge, and the relationship among the mentor teacher, the supervisor, and the student teacher should be valued and supported more in teacher education programs.

scholarly journals From Neglect to Nexus: Examining the Place of Educational History in Teacher Education

2011 ◽  
Vol 12 ◽  
pp. 37-57 ◽  
Author(s):  
Theodore Michael Christou ◽  
Alan Sears
Keyword(s):  
Teacher Education ◽  
Professional Education ◽  
New Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Policy And Practice ◽  
Educational History ◽  
Foundations Of Education ◽  
Faculty Of Education ◽  
Faculties Of Education

In faculties of education across North America, the so-called foundations of education are in crisis. Pressure to shorten teacher education programs and to focus on developing the instrumental skills of new teachers has resulted in courses in philosophy, history, sociology, anthropology, and psychology being moved from the core of teacher education to the periphery. This paper describes the decline of history in teacher education using the Faculty of Education at Queen’s University as a case study. We contend this decline occurred more by systematic neglect of history’s value in professional education than by overt attack on its position as one of “the foundations” of the field. We go on to argue that history, properly taught, has the potential to provide a powerful nexus to teacher education programs helping new teachers locate themselves and individualize their personal beliefs in relation to the vast body of professional knowledge that is circulated and recycled about policy and practice.

From salvation to inquiry: Preservice teachers’ conceptions of race

2020 ◽  
Vol 10 (4) ◽  
pp. 368-384
Author(s):  
Lucinda Grace Heimer
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Critical Race Theory ◽  
Classroom Practice ◽  
Future Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Race is a marker hiding more complex narratives. Children identify the social cues that continue to segregate based on race, yet too often teachers fail to provide support for making sense of these worlds. Current critical scholarship highlights the importance of addressing issues of race, culture, and social justice with future teachers. The timing of this work is urgent as health, social and civil unrest due to systemic racism in the U.S. raise critiques and also open possibilities to reimagine early childhood education. Classroom teachers feel pressure to standardize pedagogy and outcomes yet meet myriad student needs and talents in complex settings. This study builds on the current literature as it uses one case study to explore institutional messages and student perceptions in a future teacher education program that centers race, culture, identity, and social justice. Teaching as a caring profession is explored to illuminate the impact authentic, aesthetic, and rhetorical care may have in classrooms. Using key tenets of Critical Race Theory as an analytical tool enhanced the case study process by focusing the inquiry on identity within a racist society. Four themes are highlighted related to institutional values, rigorous coursework, white privilege, and connecting individual racial and cultural understanding with classroom practice. With consideration of ethical relationality, teacher education programs begin to address the impact of racist histories. This work calls for individualized critical inquiry regarding future teacher understanding of “self” in new contexts as well as an investigation of how teacher education programs fit into larger institutional philosophies.

Identifying the Roadblocks to Effective Clinical Practice in Teacher Education Programs

2021 ◽  
Vol 96 (1) ◽  
pp. 112-116
Author(s):  
Bernard Badiali ◽  
Drew Polly ◽  
Rebecca West Burns ◽  
Eva Garin
Keyword(s):  
Teacher Education ◽  
Clinical Practice ◽  
Teacher Education Programs ◽  
Education Programs

scholarly journals Profiles of Pre-service Teacher Education: An Investigation into the Nature of Selected Exemplary Programs in Jamaica and Michigan

2017 ◽  
Vol 7 (2) ◽  
pp. 139
Author(s):  
Heather Smith-Sherwood
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Theory And Practice ◽  
Teacher Education Programs ◽  
Continuous Assessment ◽  
Education Programs ◽  
Quality Teachers ◽  
Effect Change ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity. 

Preparation of the Clinical Teacher for Special Education: 1866-1966

1967 ◽  
Vol 34 (2) ◽  
pp. 117-124 ◽  
Author(s):  
Louis Schwartz
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Training Program ◽  
Clinical Teaching ◽  
Academic Community ◽  
Clinical Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Basic Assumptions ◽  
Clinician Educator

Although the concept of clinical teaching is a persistently recurring educational theme today, reflecting the heritage of special education, it is hidden in the pattern of teacher education programs. In order to prepare the clinician educator for membership in a multidisciplinary and interagency team, it is necessary for the academic community to innovate an approach to teacher education curricula design and to modify academic administrative structure. Basic assumptions and requirements for implementation of a clinical teacher training program are presented.

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