Preparation for Future Teaching

Learning And Development ◽

Education Programs ◽

Preparation For Future Learning ◽

Development Course ◽

Pre Service Teacher ◽

Future Learning ◽

University Setting

Teacher education programs are tasked with a myriad of responsibilities to help improve the quality of future teachers. Despite the constraints of using non-licensed teachers in a public classroom setting in order for the pre-service teacher to gain experience, a Teaching Assistant (TA) program has been implemented in a university setting and thus removing the logistical obstacles pre-service teachers face. Using a preparation for future learning model, pre-service teachers enrolled in a human learning and development course engaged in activities that ranged from mentoring students, developing grading rubrics, and grading student assignments. Triangulation of qualitative data showcases the importance of assessment (i.e., feedback) and the pre-service teacher's identity as emergent themes. Discussion of possible design iterations to the TA program and its potential impact are discussed.

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.

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.

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.

Teachers' Attitudes Towards Technology Integration

TPACK ◽

10.4018/978-1-5225-7918-2.ch003 ◽

2019 ◽

pp. 32-67

Author(s):

Zineb Djoub

Keyword(s):

Technology Integration ◽

Teacher Educators ◽

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.

Using Mobile Technology for Student Teaching Observations of Special Education Candidates

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch031 ◽

2016 ◽

pp. 726-739

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 ◽

Peningkatan Kualitas Pendidikan: Program Pendidikan Profesi Guru Prajabatan dalam Pemenuhan Kebutuhan Guru Profesional di Indonesia

Jurnal Aspirasi ◽

10.46807/aspirasi.v10i1.1229 ◽

2019 ◽

Vol 10 (1) ◽

pp. 1-17

Author(s):

Fieka Nurul Arifa ◽

Ujianto Singgih Prayitno

Keyword(s):

Professional Education ◽

Education Institution ◽

Education Programs ◽

Education Standards ◽

National Education ◽

Educational Personnel ◽

Library Research ◽

Teacher Professional ◽

The quality of education of a nation is determined by the quality of educators. Teachers as implementers of education at the basic, secondary and early age levels must have competencies and qualifications that meet national education standards. The Pre-service Teacher Professional Education Programs is a breakthrough to prepare certified professional teacher candidates. Teacher's requirements for academic qualifications are at least bachelor and must also have an educator certificate obtained through a certification program. With the end of certification through Teacher Professional Education and Training Programs, the entire certification process is taken through Teacher Professional Education Programs. This study uses a qualitative approach with library research method to find out ways in which the Pre-service Teacher Professional Education Programs policy meet the needs of professional teachers in Indonesia. In the implementation of Pre-service Teacher Professional Education Programs, there are still some challenges, namely: (1) the quality of Educational Personnel Education Institution, (2) the qualifications of prospective students, and (3) distribution of graduates. There need to be improvements in terms of governance and regulation to improve the effectiveness of the Pre-service Teacher Professional Education Programs.AbtrakKualitas pendidikan suatu bangsa ditentukan oleh kualitas pendidik. Guru sebagai pelaksana pendidikan pada jenjang dasar, menengah dan usia dini harus memiliki kompetensi dan kualifikasi yang memenuhi standar nasional pendidikan. Program Pendidikan Profesi Guru Prajabatan merupakan terobosan untuk menyiapkan calon guru profesional yang telah tersertifikasi. Persyaratan kualifikasi akademik guru setidaknya S-1 dan harus memiliki sertifikat pendidik yang diperoleh melalui program sertifikasi. Dengan berakhirnya sertifikasi melalui Program Pendidikan dan Latihan Profesi Guru maka seluruh proses sertifikasi ditempuh melalui Pendidikan Profesi Guru. Kajian ini menggunakan pendekatan kualitatif dengan metode kepustakaan (library research) untuk mengetahui bagaimana kebijakan Pendidikan Profesi Guru Prajabatan dalam pemenuhan kebutuhan guru profesional di Indonesia. Dalam pelaksanaannya Pendidikan Profesi Guru Prajabatan masih terkendala: (1) kualitas Lembaga Pendidikan Tenaga Kependidikan, (2) kualifikasi calon peserta didik, dan (3) penyerapan lulusan. Perlu adanya perbaikan dari sisi tata kelola dan regulasi guna meningkatkan efektivitas penyelenggaraan Pendidikan Profesi Guru Prajabatan.

Evaluating English Teacher Education Programs in Indonesian Tertiary Education: A Proposed Model

IJECA (International Journal of Education and Curriculum Application) ◽

10.31764/ijeca.v1i2.2118 ◽

2018 ◽

Vol 1 (2) ◽

pp. 14

Author(s):

Didin Nuruddin Hidayat

Keyword(s):

Teacher Education ◽

Program Evaluation ◽

Tertiary Education ◽

Evaluation Model ◽

English Teacher ◽

Education Programs ◽

Language Program ◽

Research Studies

Numerous research studies on language program evaluation in many countries, for instance, Turkey (Uysal, 2012), Taiwan (Chang, 2010), Bangladesh (Rahman, 2007), Saudi Arabia (Liton, 2013) have yielded valuable ideas and insights in improving the quality of language programs. Those research studies have also expanded the plethora of discussion and have tested many ‘untested’ thoughts in the area of language program evaluation. Nonetheless, similar studies have not been researched much far in the Indonesian education context. The present study aims to describe the importance of English teacher education program evaluation. Also, the study aims to explore a suitable evaluation model in evaluating English teacher education programs, particularly in the Indonesian tertiary education context. The findings of the study found Peacock's (2009) model as a potential evaluation model to apply in evaluating English teacher education programs. These are based on at least three following grounds: suitable to the needs and environment of English teacher education in Indonesia, reliable and informative evaluation, and thorough involvement of the inner circle stakeholders. The study concludes that if an evaluation is conducted properly, then it has the potential to improve the quality of English language teachers training programs.

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

A review of ICT related courses in pre-service teacher education programs

Asia Pacific Education Review ◽

10.1007/bf03026497 ◽

2008 ◽

Vol 9 (2) ◽

pp. 168-179 ◽

Cited By ~ 43

Author(s):

Yuksel Goktas ◽

Zahide Yildirim ◽

Soner Yildirim

Keyword(s):

Teacher Education ◽

Education Programs ◽

Pre Service Teacher Education ◽

Virtual Learning Environment (ClassSim) Examined Under the Frame of Andragogy

Looking Toward the Future of Technology-Enhanced Education ◽

10.4018/978-1-61520-678-0.ch022 ◽

2010 ◽

pp. 394-411

Author(s):

Lisa Carrington ◽

Lisa Kervin ◽

Brian Ferry

Keyword(s):

Learning Environment ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Comparative Case Study ◽

Education Programs ◽

Study Approach ◽

Online Simulation ◽

ClassSim, an online simulation, was developed to support existing teacher education programs by providing pre-service teachers with access to additional classroom experience. This research reports on how pre-service teachers make use of the virtual learning environment to link knowledge from university coursework with field experiences and through this, we are able to examine affordances the virtual environment offers pre-service teacher learning. Andragogy provides a theoretical framework to review and make assumptions about the nature of learning for the participants. A comparative case study approach allows for in-depth comparison of two cohorts of pre-service teachers (first and final year) as they interact with the ClassSim environment.