Evaluating Teacher Education Programs for Philology Students

2018 ◽  
pp. 1174-1192
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Graduate Students ◽  
Education System ◽  
Compulsory Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Academic Level ◽  
Language And Literature ◽  
The Creation

The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.

Evaluating Teacher Education Programs for Philology Students

2017 ◽  
pp. 93-111
Author(s):  
Diana Presadă ◽  
Mihaela Badea
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Graduate Students ◽  
Education System ◽  
Compulsory Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Academic Level ◽  
Language And Literature ◽  
The Creation

The chapter will deal with the process of training philology students for their future careers as language and literature teachers in the compulsory education system of Romania. Based on the concurrent model, their training implies studying at the same time for the Bachelor's and Master's degree and a teaching qualification. An analysis of the transformations undergone by Romanian teacher training education in the last twenty years may enable an exchange of opinions among the researchers concerned with the improvement of the field. The chapter will offer a chronological analysis of the process of training philology undergraduate and graduate students paying particular attention to the creation and development of new programs at academic level.

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.

scholarly journals Increasing Parental Involvement In Our Schools: The Need To Overcome Obstacles, Promote Critical Behaviors, And Provide Teacher Training

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Gregory V. Flynn
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Parental Involvement ◽  
Student Success ◽  
Teacher Education Programs ◽  
Parental Behaviors ◽  
Education Programs ◽  
Preservice Training

This paper examines critical parental behaviors for student success as well as the major obstacles for parental involvement. Suggestions are given for improving preservice training in teacher education programs.

scholarly journals Investigation of Ethnopedagogical Factors in Teacher Education: Kyrgyzstan Sample

2020 ◽  
Vol 10 (2) ◽  
pp. 319-338
Author(s):  
Yaprak Alagöz Hamzaj ◽  
Kıymet Selvi
Keyword(s):  
Teacher Education ◽  
Graduate Students ◽  
Teacher Education Program ◽  
Teacher Education Programs ◽  
Analysis Method ◽  
Education Programs ◽  
Great Chance ◽  
Content Analysis Method ◽  
Document Review ◽  
Rich History

The purpose of this study is to investigate the ethnopedagogy education in the teacher education programs in Kyrgyzstan. Basic qualitative research method was applied in the study. The data were collected through document review and interviews with graduate students from Kyrgyz-Turkish Manas University and instructors. The researcher stayed in Bishkek, Kyrgyzstan for 50 days to collect the data, the documents and to plan and conduct the interviews. The data collected via document review and interviews, were analyzed by content analysis method. As a result of the analysis, information about the ethnopedagogy class at Kyrgyz-Turkish Manas University teacher education program was reviewed and the instructors’ opinions about ethnopedagogy education at teacher education programs and the graduate students’ opinions about the ethnopedagogy class were identified. The most important result can be seen as that instructors and students give great importance to ethnopedagogy and adopt its ideas. They also indicated further insight and concrete proposals. As a country with a deep and rich history, it would be a great chance for Turkey to benefit from this educational experience.

Research on Teaching, Teaching, and Teacher Training

1980 ◽  
Vol 24 (1) ◽  
pp. 56-66 ◽  
Author(s):  
Donald Hogben
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Education Programs ◽  
Classroom Environments ◽  
Education Programs ◽  
Teacher Trainees ◽  
Research On Teaching ◽  
The Future ◽  
Working Together ◽  
Process Product

Research on teaching, conducted over many years largely from within the process-product paradigm, has contributed few generalizations either to guide teachers directly, or indirectly through its influence on the content of teacher education programs. Alternative paradigms which recognize as basic the complexity and ambiguity inherent in classroom environments, and the fact that students are active agents in their own learning, appear to show more promise for the future and are likely to be more meaningful and relevant to practising teachers. Research involving practising teachers, teacher-trainees, and educational researchers working together on projects carefully articulated with professional courses is proposed as offering more promise for the future than a continuation of the search for generalizations from research on teaching conducted within the process-product paradigm.

Points and Viewpoints: An answer to Lee Emerson Boyer's paper

1954 ◽  
Vol 47 (2) ◽  
pp. 119-120
Author(s):  
Houston T. Karnes
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Training Program ◽  
School Curriculum ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Teacher Training Program ◽  
Secondary School Curriculum

In his paper, “A New Responsibility of Teacher Education Programs,”1 Professor Boyer has raised an issue which has been on the minds of many for several years. Professor Boyer recognizes the importance of the two-track program in the secondary-school curriculum and then proceeds to discuss the training of teachers to administer this program. His main thought is that there should be a two-track teacher-training program.

The Power of the Network: Teach For America’s Impact on the Deregulation of Teacher Education

2016 ◽  
Vol 32 (3) ◽  
pp. 423-453 ◽  
Author(s):  
Kerry Kretchmar ◽  
Beth Sondel ◽  
Joseph J. Ferrare
Keyword(s):  
Teacher Education ◽  
Human Capital ◽  
Teacher Training ◽  
Network Analysis ◽  
Teach For America ◽  
Teacher Education Programs ◽  
Policy Network ◽  
Education Programs ◽  
Marginalized Communities ◽  
Private Corporations

In this article, we illustrate the relationships between Teach For America (TFA) and the deregulation of university-based teacher education programs. We use policy network analysis to create a visual representation of TFA’s connections to individuals, organizations, and private corporations who are working to shift the way teachers are prepared. In doing this, we identify human capital dependents, jurisdictional challengers, and legislative supporters who are working independently and collectively to shift our national focus from teacher education to teacher training for those teachers serving students in marginalized communities.

Evaluation and Facilitation of an In-Service Teacher Training Program

2017 ◽  
pp. 230-245
Author(s):  
Enisa Mede ◽  
Yesim Kesli Dollar
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Training Program ◽  
Teaching And Learning ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Quality Of Teaching ◽  
The Impact

This study aims to evaluate and facilitate a two-week INSET program designed for the primary English teachers working at private schools in Istanbul, Turkey. Specifically, this chapter not just focuses on the perceptions of the participating teachers regarding whether the program was planned and implemented parallel to the determinants of effective INSETs suggested in literature, but also, investigates the impact of such a training program on teachers' class practices. Additionally, the challenges the participating teachers went through while implementing what they learned into their teaching contexts were examined as well. In an attempt to facilitate follow-up, the findings of this study are hope to serve basis by providing suggestions for the development, improvement and implementation of new in-service teacher education programs; in return, it will also increase the quality of teaching and learning both in pre- and in- service teacher education.

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