Teachers&#39; Attitudes Towards Technology Integration

Learning Technology ◽

Education Programs ◽

Attitudes Towards Technology ◽

Research Findings ◽

Young Teacher ◽

Teachers Attitudes ◽

As education and teaching have become intrinsically entwined, teachers need to develop the necessary knowledge and skills to integrate effectively technology into their teaching. Teacher educators are thus required to infuse technology throughout their programs and support trainees connect between technology and pedagogy within a given context. Yet, the question that can be raised is: How can teacher education programs prepare young teacher entering the profession to teach with learning technology and digital content? To elaborate on this issue, a study was conducted on a sample of teachers, using a survey questionnaire distributed online. This study seeks to address what teachers must know, understand and be able to do with regard to instructional technology. The research findings are meant to inform both teacher educators and program designers about the kind of training required to assist teachers with technology integration. Based on the data obtained, a set of suggestions for teacher educators are recommended for pre-service teacher training contexts.

Development of Quality Oriented Model for Restructuring of Pre-service Teacher Education Programs

Review of Education, Administration & LAW ◽

10.47067/real.v3i3.87 ◽

2020 ◽

Vol 3 (3) ◽

Author(s):

Wajiha Kanwal ◽

Iffat Basit ◽

Qurat ul Ain

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Teacher Educators ◽

Education Programs ◽

Bachelor Of Education ◽

Assessment Techniques ◽

Pre Service Teacher Education ◽

This study was premeditated to develop quality oriented model for restructuring of existing pre-service teacher education programs. Population of the study was comprised of all teacher educators and prospective teachers of teacher education institutions of Punjab and Islamabad, Pakistan. Stratified random sampling technique was used to select sample of 300 teacher educators and 890 prospective teachers from 30 institutions. Two research questionnaires were used for data collection. Results revealed that prospective teachers enrolled in Bachelor of Education (Honors) were dissatisfied with the institutional environment, practical work, assessment techniques and features of teacher education. Whereas prospective teachers enrolled in Bachelor of Education one year program showed dissatisfaction with program duration. that teacher Educators teaching at Bachelor of Education (Honors) expressed dissatisfaction about physical resources, teachers’ competencies, teaching strategies, assessment techniques, professional skills, appreciative features of programs and institutional efforts to raise quality of the programs. Prospective teachers and teacher educators associated with both programs somewhat expressed similar opinions regarding quality of the programs. It is, therefore, recommended that teacher education institutions may improve the quality of both programs keeping in view quality related concerns of the teacher educators and prospective teachers.

Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

Contemporary Issues in Early Childhood ◽

10.1177/1463949118778024 ◽

2018 ◽

Vol 19 (2) ◽

pp. 199-205

Author(s):

Samara Madrid Akpovo ◽

Lydiah Nganga

Keyword(s):

Early Childhood ◽

Intercultural Competence ◽

Teacher Educators ◽

Field Experiences ◽

Early Childhood Teacher ◽

Education Programs ◽

Majority World ◽

Early Childhood Professional ◽

Childhood Professional

This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.

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

Journal of Education and Learning ◽

10.5539/jel.v7n2p139 ◽

2017 ◽

Vol 7 (2) ◽

pp. 139

Author(s):

Heather Smith-Sherwood

Keyword(s):

Teacher Education ◽

Prospective Teachers ◽

Theory And Practice ◽

Continuous Assessment ◽

Education Programs ◽

Quality Teachers ◽

Effect Change ◽

Pre Service Teacher Education ◽

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.

Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher education colleges in amhara regional state in focus

Cogent Education ◽

10.1080/2331186x.2021.2018909 ◽

2022 ◽

Vol 9 (1) ◽

Author(s):

Abrham Zelalem ◽

Solomon Melesse ◽

Amera Seifu

Keyword(s):

Teacher Education ◽

Differentiated Instruction ◽

Self Efficacy ◽

Teacher Educators ◽

Primary Teacher ◽

Education Programs ◽

Regional State ◽

Primary Teacher Education

Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

TESL Canada Journal ◽

10.18806/tesl.v18i2.912 ◽

2001 ◽

Vol 18 (2) ◽

pp. 78 ◽

Cited By ~ 1

Author(s):

Ruth Epstein

Keyword(s):

Professional Development ◽

South Africa ◽

Teacher Education ◽

South African ◽

Teacher Educators ◽

Language Teachers ◽

Education Programs ◽

Professional Development Needs ◽

Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

A University-Community Partnership in Teacher Education From the Perspectives of Community-Based Teacher Educators

Journal of Teacher Education ◽

10.1177/0022487117751133 ◽

2018 ◽

Vol 69 (2) ◽

pp. 140-153 ◽

Cited By ~ 19

Author(s):

Lorena Guillen ◽

Ken Zeichner

Keyword(s):

Teacher Education ◽

Pacific Northwest ◽

Teacher Candidates ◽

Research University ◽

Teacher Educators ◽

Local Community ◽

Education Programs ◽

Community Based ◽

The Pacific

This article examines the experiences of a group of nine community-based mentors of teacher candidates who partnered for several years through a local, community-based organization with the graduate elementary and secondary teacher education programs at a research university in the Pacific Northwest. Following a brief discussion of the history of partnerships between teacher education programs and local communities, we report the findings of a study of the perspectives of these community mentors on their work with teacher candidates and university teacher educators.

Advancing Higher Education with Mobile Learning Technologies - Advances in Higher Education and Professional Development ◽

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

10.4018/978-1-4666-6284-1.ch006 ◽

2015 ◽

pp. 114-127

Author(s):

Josh Harrower ◽

Cathi Draper Rodríguez

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Student Teaching ◽

Mobile Technology ◽

Video Conferencing ◽

Teacher Preparation Programs ◽

Education Programs ◽

Preparation Programs ◽

Student teacher supervision has been an important part of teacher preparation almost since the inception of teacher education programs. The goal of this type of supervision is to strengthen the skills of the pre-service teacher. Providing this type of observation can be difficult for teacher preparation programs and university faculty. Many factors, including large numbers of students in teacher education programs and student placements in remote schools, contribute to this. In order to make the most effective use of faculty and pre-service teacher time, other options for providing this support need to be explored. The rapidly developing field of mobile technology (e.g., iPads, iPhones, Smart Phones) can be used to facilitate student teaching observations. This chapter discusses how teacher preparation programs can implement candidate field supervision using video conferencing via mobile technology to increase the ability to conduct observations in schools and in a more efficient manner. It also explores the security of video conferencing applications and the issues related to using video conferencing in special education classrooms, where student confidentiality is heightened.

Handbook of Research on Critical Thinking Strategies in Pre-Service Learning Environments - Advances in Higher Education and Professional Development ◽

Developing Critical Dispositions in Teacher Education Programs

10.4018/978-1-5225-7823-9.ch006 ◽

2019 ◽

pp. 106-124

Author(s):

Jarrett D. Moore

Keyword(s):

Teacher Education ◽

Teacher Preparation ◽

Teacher Educators ◽

Teacher Preparation Programs ◽

American Education ◽

Education Programs ◽

Preparation Programs ◽

Self Reflection ◽

Purpose Of Education

This chapter advocates for the (re)framing of critical thinking from a skill to a disposition and proposes a framework whereby teacher education programs can create space for pre-service teachers to develop a critical disposition. By studying the context of American education and schooling and their corporate interest, pre-service teachers along with teacher educators can start to unravel the discourse and power inherent in American education. Understanding how these concepts lead to hegemony can begin the process of creating a counterhegemonic movement among American educators that includes the reclaiming of the purpose of education, raising pertinent epistemological question, and practicing critical self-reflection. The final part of the new framework for developing critical dispositions is a reintroduction of broader theoretical concerns into teacher preparation programs.

Digital Storytelling in Teacher Education

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch038 ◽

2011 ◽

pp. 235-237 ◽

Cited By ~ 3

Author(s):

Vivian H. Wright

Keyword(s):

Teacher Education ◽

Teacher Candidates ◽

Teacher Educators ◽

Digital Storytelling ◽

Instructional Tool ◽

Education Programs ◽

Technology Tools ◽

Learning Productivity

In teacher education programs, there is a consistent need to locate and to recommend to teacher educators, teacher candidates, and in-service teachers, viable technology tools and concepts that can be used in the classroom. Digital storytelling is a concept that is growing in popularity and one which offers versatility as an instructional tool. This chapter presents information and ideas on how to facilitate learning, productivity, and creativity through a variety of digital storytelling classroom uses.