Microteaching in Teacher Education through the Students’ Perspective

2013 ◽  
pp. 620-631
Author(s):  
Konstantinos D. Chatzidimou
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Primary Education ◽  
Prospective Teachers ◽  
Instructional Method ◽  
Present Contribution ◽  
Written Text ◽  
University Departments

The present contribution examines microteaching as an instructional method and focuses on it as a vehicle of teacher training at the Department of Primary Education of the Democritus University of Thrace (Greece). In particular, 107 students of the department were asked to freely and anonymously submit their views on microteaching in a written text, after having been trained in this method for one semester. The content analysis of the produced texts indicated students’ approbation towards the procedure in question, verifying the findings of other similar studies. Their remarks regarding microteaching strengthen the plea for its incorporation in the curricula of university departments that train prospective teachers.

scholarly journals ANALISANDO AS CONCEPÇÕES TRABALHO E FORMAÇÃO DOCENTE NOS GOVERNOS LULA E DILMA ATRAVÉS DO PIBID

2019 ◽  
Vol 10 (1) ◽  
pp. 4
Author(s):  
Everaldo José da Silva Lima ◽  
Jamerson Antônio de Almeida da Silva
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Training Evaluation ◽  
Educational Policies ◽  
Learning To Learn ◽  
Conceptions Of Teaching ◽  
Historical Materialist ◽  
Teacher Work ◽  
Methodological Strategy

O presente artigo tem por objetivo analisar as concepções de trabalho docente e formação de professores nos documentos oficiais do Programa Institucional de Bolsas de Iniciação à Docência – PIBID, entre o segundo governo Lula (2007-2010) e os governos Dilma (2011-2016). Utilizamos como estratégia teórico-metodológica o enfoque da dialética materialista histórica e a abordagem qualitativa hermenêutica-dialética. Através da análise de conteúdo concluímos que as concepções de trabalho docente e formação de professores expressas nos relatórios do PIBID são orientadas pelas teorias “do profissionalismo”, “produtivista” e “da responsabilização” e pelas pedagogias “do professor reflexivo”, “das competências” e “do aprender a aprender”. AbstractThe objective of this article is to analyze the conceptions of teacher work and teacher training in the official documents of the Institutional Program of Initiatives for Teaching - PIBID, between the second Lula government (2007-2010) and the Dilma governments (2011-2016) . We use as theoretical methodological strategy the approach of the historical materialist dialectic and the qualitative hermeneutic-dialectic approach. Through content analysis, we conclude that the conceptions of teacher work and teacher education expressed in the PIBID reports are guided by the theories of “professionalism”, “productivist”, “accountability” and pedagogies “reflective teacher” and “learning to learn”. KeywordsIntroduction to Teaching - PIBID; Conceptions of Teaching Work and Teacher Training; Evaluation of Educational Policies.

scholarly journals Analysis of Education-Themed Films in the Context of Teacher Education Programs

2017 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Suna Arslan
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Teacher Training ◽  
Education System ◽  
Teacher Education Programs ◽  
Main Theme ◽  
Education Programs ◽  
Training Policy ◽  
Faculty Of Education ◽  
Film Viewing

The study aims to answer the question: “Is it possible to benefit from education-themed films in teacher training policy?” For this purpose, students of the Faculty of Education were placed in film viewing/interpreting groups and were asked to determine the meanings conveyed in the following films: “Hababam Sınıfı,” “Sınav,” “Elephant,” and “Dead Poets Society.”  The findings obtained through content analysis were themed. Results showed that catchy/effective scenes and cues were grouped under the following main themes: Education, family, society, and adolescence. The most intensely-perceived main theme was the messages on the education system. The fact that education took first place and that this was followed by adolescence, society, and family-themed messages shows that the education phenomenon should be discussed with respect to these concepts.

Advocacy and Teacher Mentoring

2018 ◽  
pp. 65-87
Author(s):  
Georgios A. Kougioumtzis ◽  
Dimitra Louka
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Mentoring Programs ◽  
Teacher Mentoring ◽  
University Departments ◽  
Human Rights Advocacy ◽  
The Subject

Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.

Advocacy and Teacher Mentoring

2021 ◽  
pp. 138-160
Author(s):  
Georgios A. Kougioumtzis ◽  
Dimitra Louka
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Mentoring Programs ◽  
Teacher Mentoring ◽  
University Departments ◽  
Human Rights Advocacy ◽  
The Subject

Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.

scholarly journals Examining the Development of Professional Dispositions of Prospective Teachers in Higher Education: Broadening the Horizon of Teacher Training

2021 ◽  
Vol 6 (2) ◽  
pp. 170-185
Author(s):  
Muhammad Riaz ◽  
Muhammad Uzair ul Hassan
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Research Study ◽  
Professional Standards ◽  
Extensive Literature ◽  
Self Assessment ◽  
Cross Sectional ◽  
Professional Dispositions ◽  
Teachers Training

In 2009, dispositions were included in the professional standards by the National Accreditation Council for Teacher Education (NACTE) in Pakistan. As per NACTE’s manual, teachers' training institutes are responsible to develop and assess dispositions in prospective teachers in Pakistan. However, no research study in Pakistan illustrates whether teacher training institutions are developing and assessing professional dispositions of pre-service teachers. Therefore, the basic purpose of the study was to examine and measure the professional dispositions of pre-service teachers of teacher education programs in Pakistan. The quantitative cross-sectional research design was opted to accomplish the research study. The researchers visited 11 out of 15 public universities of Punjab. Hence, data were collected from 1061 out of 1592 prospective teachers through proportionate stratified sampling. For data collection, a self-assessment questionnaire was used which was developed by reviewing extensive literature in accordance with dispositions mentioned in National Professional Standards for Teachers in Pakistan (NPSTP). The study concluded that albeit pre-service teachers did not possess equally all, and hence, partly possessed professional dispositions, mentioned in National Professional Standards for Teachers. Prospective teachers from South Punjab reflected significantly more professional dispositions as compared to prospective teachers of Central and North Punjab. The NACTE may guide and provide information to departments of education of universities for developing, monitoring and assessing the prospective teachers’ professional dispositions, so that prospective teachers’ professional dispositions may be enhanced to launch a better workforce for educational institutions. Keywords: professional dispositions, prospective teachers, teacher training institutes, professional standards.

scholarly journals CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA

2013 ◽  
Vol 52 (1) ◽  
pp. 35-47
Author(s):  
Alice Merab Kagoda ◽  
Betty Akullu Ezati
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Primary Education ◽  
Primary Schools ◽  
Teacher Educators ◽  
Primary Teacher ◽  
Education Curriculum ◽  
Teacher Education Curriculum ◽  
Teacher Training Colleges ◽  
Primary Teacher Education

With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.

scholarly journals Prospective teachers' metaphoric perceptions regarding the teacher educator

2015 ◽  
Vol 5 (4) ◽  
pp. 419-444 ◽  
Author(s):  
Özge Bahar-Güner ◽  
Nihal Tunca ◽  
Senar Alkın-Şahin ◽  
Aytunga Oğuz
Keyword(s):  
Teacher Education ◽  
Content Analysis ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Effective Communication ◽  
Study Group ◽  
Psychological Violence ◽  
Source Of Information

The aim of the present study is to determine the meanings that prospective teachers attribute to the concept of teacher educator through metaphors. The study has been designed with a phenemenological approach. The study group has been composed of 272 prospective teachers studying at the education faculties of three different universities in Turkey. The prospective teachers were asked to complete the following sentence: "A teacher educators is ......... because ......, and the metaphors they used were analyzed with content analysis approach. As a result of the analysis done, the metaphors were categorized under two main themes as positive and negative ones. The themes for the positive aspects of lecturers are "guiding, source of information, open to learn and develop oneself, passionate, hardworking, model, shaping the future, critical thinking, valuing their profession and students" while the themes for the negative metaphors are "not fulfilling the teaching responsibility effectively, not developing oneself/not being open to development, thinking themselves superior to students, authoritarian, not being open-minded, discriminating, not having an effective communication with students, resorting to psychological violence against students, acting for the benefit of themselves, complying with the system/submissive and exploiting the students". That there are negative metaphors for the teacher educators besides the positive ones indicate that the qualities of teacher educators should be questioned for a quality teacher education.

scholarly journals Human Rights Education in Pre-Service Teacher Education – Pakistan

2019 ◽  
Vol 02 (01) ◽  
pp. 39-61
Author(s):  
Mehek Naeem ◽  
Fariha Gul ◽  
Zaheer Asghar ◽  
Naeem Zafar ◽  
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Transfer Of Knowledge ◽  
Attitudes And Practices ◽  
Study Approach ◽  
Data Content

As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

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