E-Portfolio

2018 ◽  
pp. 165-174
Author(s):  
Jasmine Jain ◽  
Johan Eddy Luaran
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Reflective Thinking ◽  
Teacher Education Program ◽  
Academic Setting ◽  
Preparatory Program ◽  
Local Case ◽  
School Placement

This chapter focuses on the potential of using eportfolio in an academic setting, specifically in a teacher preparatory program. The advantages of using eportfolio as compared to its paper portfolio counterparts is also discussed in making the case of using eportfolio stronger. This chapter also discusses the benefits and challenges of using eportfolio as a tool to encourage reflections among the student teachers when they are on school placement, by quoting examples from a local case study. The study revealed that there are three ways student teachers look at the usefulness as well as three challenges they faced while constructing and developing eportfolio. The findings of the study gave insights about how eportfolio can be better used to improve students' reflective thinking, in line with the goals of the university's teacher education program.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

scholarly journals Learning to Teach: A Case Study of Student Teachers’ Practicum and Policy Recommendations

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Amirul Mukminin ◽  
Kemas Abdurrahman ◽  
Eddy Haryanto
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
English Teacher ◽  
Teaching Practicum ◽  
Beginner Teachers

This qualitative case study was conducted to gather information on the implementation of teaching practicum in order to improve the quality of the program in an English teacher education program at a state-owned university, Jambi, Indonesia. Information was gathered from five recent teacher graduates, five beginner teachers, five school principals, and five teacher educators on their perceptions of English Foreign Language Teacher Education Program (EFLTEP) graduates as beginner teachers. This qualitative study employed a background survey, document analyses and interviews for data collection. Document analyses were used to examine the aims and content of the English teacher education program and official Indonesian English teacher education curriculum and policies. Semi-structured interviews were used to explore the main data from graduates and collect information from the beginner teachers. Interviews with principals and teacher educators were used to obtain further data and evidence about the beginner teachers’ knowledge and preparedness to teach. We organized our analysis, findings, and discussion around the implementation of teaching practicum. The analyses of the documents and texts revealed that major themes related to (1) the standards for implementing the teaching practicum in the program, (2) quality of the teaching practicum, (3) duration of the teaching practicum, (4) the roles of mentor teachers and teacher educators, and (5) selecting school partners for the student teacher practicum. Particularly, the findings indicated that teaching practicum projects undertaken during the program provided suitable but limited experience for student teachers to translate their knowledge learnt at university into the real practice of teaching at school levels. For future improvement of the program, the role of supervising teachers and teacher educators in assisting student teachers during the teaching practicum project should be a priority. The organisation and management of school–university partnerships for schools taking part in the teaching practicum require attention to maximise benefits to student teachers.

Using E-Learning to Globalize a Teacher Education Program

2011 ◽  
pp. 2272-2287
Author(s):  
Hilary Wilder
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Learning Technology ◽  
Education Programs ◽  
E Learning ◽  
Online Distance Learning ◽  
Online Distance

This case study explores the use of online distance learning technology to bring an international component to a teacher education program. By converting a course in the program into a fully online offering, the author was able include students from Namibian teacher education programs in the class along with her own students from New Jersey. The objective was to give all students a chance to interact with peers that they would not otherwise have the chance to meet, and to explore differences and commonalities in their respective education systems. This case study describes the pitfalls and successes in meeting that objective.

scholarly journals A Multiple Perspective Case Study of a Young Adult with Intellectual Disabilities Participating in a Pre-service Teacher Education Class

2012 ◽  
Vol 22 (1) ◽  
Author(s):  
James Wintle
Keyword(s):  
Teacher Education ◽  
Intellectual Disabilities ◽  
Postsecondary Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Lack Of Information ◽  
Adults With Intellectual Disabilities ◽  
The Right ◽  
Pre Service Teacher

For adults with intellectual disabilities, the opportunity to attend a postsecondary institution is increasingly becoming reality. Although there is a growing body of literature documenting examples of inclusive postsecondary education, there is a lack of information detailing the experiences of pre-service teacher candidates (TCs) who are enrolled in inclusive courses. The purpose of this interview study using case-study methods was to describe the challenges and benefits of an inclu-sive class in a 1-year, after-degree professional teacher education program from the perspectives of 5 TCs enrolled in a course audited by a young woman with an ID, as well as from the perspective of the course instructor. The classmates and course instructor provided positive responses regarding their experiences in the inclusive class, such as seeing inclusion in practice. Negative responses con-cerned whether or not a curriculum class in the teacher education program was the right fit for the student with ID.

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