Technology Capacity Building for Preservice Teachers through Methods Courses

School Teachers ◽

Methods Courses ◽

Technology Proficiency ◽

Use Of Technology ◽

Technology In Teaching

Technology proficiency has widely been considered a necessary quality of school teachers, yet how to help teachers develop this quality remains an unanswered question. While teacher education programs often offer one technology course as a solution to this issue, scholars have recently argued that such technical skill-oriented courses are not sufficient to develop preservice teachers’ ability to use technology in teaching. This paper argues that the use of technology in teaching requires integrated knowledge between technology, pedagogy, and subject content, and this highly blended knowledge is best developed through the methods courses of a teacher education program. The key message is that preservice teachers need to be consistently exposed to technology and regularly be required to practice it in many aspects of instruction.

Preservice Teachers' Knowledge Construction with Technology

Teacher Education ◽

10.4018/978-1-5225-0164-0.ch007 ◽

2016 ◽

pp. 109-125

Author(s):

George Zhou ◽

Judy Xu

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Lesson Study ◽

Methods Courses ◽

Technology Proficiency ◽

Pedagogical Content ◽

Study Approach ◽

Key Space

Today's teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers' capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers' learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

Academic Knowledge Construction and Multimodal Curriculum Development - Advances in Educational Technologies and Instructional Design ◽

Preservice Teachers’ Knowledge Construction with Technology

10.4018/978-1-4666-4797-8.ch007 ◽

2014 ◽

pp. 112-127

Author(s):

George Zhou ◽

Judy Xu

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Lesson Study ◽

Methods Courses ◽

Technology Proficiency ◽

Pedagogical Content ◽

Study Approach ◽

Key Space

Today’s teachers are expected to use digital technologies in their teaching. However, teacher education programs do not yet effectively develop teachers’ capabilities to teach with technology. In order to search for best approaches, this chapter starts with an epistemological discussion on knowledge, and then moves to a more specific discussion about the nature of preservice teachers’ learning about using technology to teach. Using the framework of Technological Pedagogical Content Knowledge, the chapter argues that methods courses of a teacher education program are the key space where preservice teachers can be trained to use technology in subject teaching. Particularly, the Microteaching Lesson Study approach in methods courses was considered an effective way for the development of technology proficiency. A small recent supports the arguments and articulates the success and challenges of the Microteaching Lesson Study approach.

Advanced Research in Adult Learning and Professional Development - Advances in Higher Education and Professional Development ◽

The Infusion of Technology into Teacher Education Programs

10.4018/978-1-4666-4615-5.ch006 ◽

2014 ◽

pp. 133-181

Author(s):

Anne S. Koch ◽

Joseph C. Kush

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

21St Century ◽

21St Century Skills ◽

Highly Qualified ◽

Education Programs ◽

Use Of Technology ◽

Differentiation Of Instruction ◽

The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

Pakistan Journal of Education ◽

10.30971/pje.v30i2.86 ◽

2013 ◽

Vol 30 (2) ◽

Author(s):

Saima Bibi ◽

Muhammad Saeed

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Assessment Procedure ◽

Education Programs ◽

Use Of Technology ◽

Significant Difference ◽

Teacher Training Programs ◽

The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

Connections and Capacity: An Exploration of Preservice Teachers’ Sense of Belonging, Social Networks, and Self-Efficacy in Three Teacher Education Programs

AERA Open ◽

10.1177/2332858420901496 ◽

2020 ◽

Vol 6 (1) ◽

pp. 233285842090149 ◽

Cited By ~ 1

Author(s):

Peter Bjorklund ◽

Alan J. Daly ◽

Rebecca Ambrose ◽

Elizabeth A. van Es

Keyword(s):

Social Networks ◽

Teacher Education ◽

Preservice Teachers ◽

Self Efficacy ◽

Sense Of Belonging ◽

Teacher Educators ◽

Network Centrality ◽

Education Programs

Learning to teach is rife with challenges. Preservice teachers’ self-efficacy can potentially mitigate the stress of these challenges, and teacher education programs are fundamental in helping them build this important resource. As such, understanding the foundations of self-efficacy is important for researchers and teacher educators alike. Grounding our study in social network theory, we explored the relationship between sense of belonging to a teacher education program, network centrality, and self-efficacy. Our sample included 245 preservice teachers in three university teacher education programs. We found that sense of belonging to the program and network centrality (in-degree and out-degree) were significantly and positively related to preservice teachers’ self-efficacy beliefs. This study builds on a growing literature that explores the relationships between preservice teachers’ social networks and their beliefs and practices.

The Iron Grip of Productivity Software within Teacher Education

Developing Technology-Rich Teacher Education Programs ◽

10.4018/978-1-4666-0014-0.ch012 ◽

2012 ◽

pp. 170-191 ◽

Cited By ~ 3

Author(s):

Joan E. Hughes ◽

Gloria Gonzales-Dholakia ◽

Yu-Chi Wen ◽

Hyo-Jin Yoon

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Teaching And Learning ◽

Knowledge Society ◽

Subject Area ◽

Education Programs ◽

Teachers Experiences ◽

Learning With Technology

This chapter discusses several challenges and recommendations in obtaining the desired outcome from technology-rich teacher education programs, including a novice teacher prepared to make decisions supporting students’ subject-area learning with technology. The authors shape the discussion using select findings from two studies of preservice teachers enrolled in a technology-rich teacher education program at a U.S. university. The authors discuss the importance of the modeling relationship between instructors’ and preservice teachers’ experiences with digital technologies and describe productivity software’s enduring grip as the most used digital technology among preservice teachers during teacher education – even in technology-rich teacher education programs. The authors argue that teacher education’s overemphasis on productivity tools is not adequately preparing new teachers for the knowledge society in which teachers live, work, and educate. The authors argue that educational change, such as shifts toward technology-rich teaching and learning, will only be successful with a concerted change effort in both teacher education programs and PK-12 institutions.

IMPACT OF ACCREDITATION OF TEACHER EDUCATION PROGRAMS IN PAKISTAN ON PROSPECTIVE TEACHERS`LEARNING; A COMPARATIVE STUDY

Pakistan Journal of Educational Research ◽

10.52337/pjer.v4i3.274 ◽

2021 ◽

Vol 4 (3) ◽

Author(s):

Tasneem Saifuddin

Keyword(s):

Teacher Education ◽

Comparative Analysis ◽

Prospective Teachers ◽

Quality Criteria ◽

Accreditation Process ◽

Education Programs ◽

The Impact

The world is recently moving towards quality criteria in every field. For this Accreditation process has been introduced in every Discipline, Institute and Program to maintain the standards of quality. Accreditation refers to the authenticity and fairness in achieving the benchmarks of standards of program, a course, a module or an Institution. (Harvey, 2004). Accreditation provides certainty that the course or program will meet the demands and requirements of the quality standards. In order to produce trained professionals’ quality in higher education is required and Accreditation process will provide the Quality Assurance. As the teachers are the roots of every profession, therefore the Accreditation Process is also introduced in the field of teacher Education Program to maintain and improve the quality of Teacher Education Programs. When talking in context of Pakistan, there is always an issue regarding in quality of Education in Pakistan. In order to meet this demand NACTE (National Accreditation Council for Teacher Education) is established so that the quality criteria can be achieved through the process of Accreditation of different Teacher Education Programs in Pakistan. (Shakoor, & Farrukh, 2016). The programs or courses having NACTE Accredited certificate can be accepted globally and thus can serves as a basis of good professional start. The present study aims to find out the comparative analysis of the impacts of NACTE Accredited and Non-Accredited Teacher Education Programs on student's Achievement. The study is conducted on students of B. Ed honors studying in different institutions in Karachi. To carry out comparative analysis MGA (Multigroup Analysis) is carried out on Smart PLS: 3. The analysis done revealed high ‘values of Accredited groups as compared to nonAccredited groups, concluding that there are significant differences in the impact of two types of programs; Accredited and Non-Accredited teacher Education Programs on student teacher`s achievement. The results declared that Accredited Programs

The Infusion of Technology into Teacher Education Programs

STEM Education ◽

10.4018/978-1-4666-7363-2.ch010 ◽

2015 ◽

pp. 167-206 ◽

Cited By ~ 1

Author(s):

Anne S. Koch ◽

Joseph C. Kush

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

21St Century ◽

21St Century Skills ◽

Highly Qualified ◽

Education Programs ◽

Use Of Technology ◽

Differentiation Of Instruction ◽

The University

In this chapter, student achievement, the differentiation of instruction, and 21st Century Skills are examined along with their relationship to the use of technology in an educational setting. Characteristics of highly qualified teachers are also examined from multiple standpoints within the educational system. Standards from INTASC, NCATE, NCTAF, and NCLB point to the importance of the university faculty and quality teacher education programs to support the needs of preservice teachers. In addition, the joining of business and education across the nation and the world to infuse technology into education has shown positive results. This merger between business and education exemplifies the need for the acquisition of 21st century skills needed for all students to be a literate part of the 21st century workforce.

The IMPACT OF ACCREDITATION ON THE IMPROVEMENT OF TEACHER EDUCATION PROGRAMS/INSTITUTIONS IN PAKISTAN

Journal of Education and Educational Development ◽

10.22555/joeed.v8i1.518 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Uzma Perveen ◽

Muhammad Idris Idris ◽

Amir Zaman Zaman

Keyword(s):

Teacher Education ◽

Program Improvement ◽

Accreditation Process ◽

Education Programs ◽

Program Accreditation ◽

External Evaluators ◽

The Impact

The role of the education in the development of any country is very well accepted .In fact it is the only solution to socioeconomic, regional/geographical issues of any nation. Education and its quality are directly related to the quality of instruction by teacher in classroom. In-fact no system of education is better than its teacher. In Pakistan’s case serious and consistent efforts are needed to improve the quality of teachers on the priority bases. Because the qualitative dimension of teacher education programs have resulted in mass production of teachers with shallow understanding of content and methodology. In Pakistan accreditation system has been introduced to accredit teacher education programs and initiatives are been taking to initiate registration, licensing and certification process of teachers. The accreditation of teacher education programs has been declared mandatory by HEC. All the institutions offering any graduate level teacher education programs are required to get the accreditation of their programs. The purpose of initiating the accreditation process for Teacher Education was to ensure and improve the quality of teacher education, programs and institutions. Formal accreditation is being has been conducted since 2010-2011. The NACTE has accredited around 450 programs of more than 180 public and private sector teacher education institutions by 2019, which includes colleges and universities offering teacher education all over Pakistan. It was descriptive in nature, which focused on providing an accurate description of the impact of teacher education programs and institutions. This method was preferred as the study primarily sought to describe and understand the stakeholder’s response of the impact of accreditation on institution and program improvement, rather than determining any cause-and-effect relationship. The criteria for sample selection were based on the participation of the concerned faculty, HOD and external evaluators in the accreditation process of the programs offered by the institutions. Five point Likert scale was developed to collect data from the stakeholders HOD, Teacher Educators and External Evaluators. The use of mean, SD provided the basis for calculation, application and interpretation of t-test and ANOVA. Majority of participants said that accreditation process have high impact on improvement of teacher education programs. It is important question to participants about Program Accreditation whether it helped to improve teacher education program while some participants said that program accreditation sensitized the accountability of staff, administration and students. In conclusion, a number of important implications at both national and institutional levels for more effective accreditation are identified.