Critical Thinking for Practice

2019 ◽  
pp. 19-36
Author(s):  
Loren Jones ◽  
Sharon L. Smith ◽  
Luciana C. de Oliveira
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Lesson Plans ◽  
Elementary Student ◽  
Critical Approach ◽  
Teaching Practicum ◽  
Problems Of Practice

This chapter presents an analysis of the feedback that the three authors gave on lesson plans created over the course of three semesters by pre-service teachers (PSTs) in an elementary student teaching practicum and how this feedback led to changes in PSTs' critical thinking about teaching. The authors use the term critical thinking for practice (CTP) to refer to a critical approach to understanding problems of practice. They show what PSTs took up and modified in their lessons and what they adapted in their teaching based on reflections with the authors, all supervisors in a teacher education program.

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.

scholarly journals Promoting Critical Thinking Through Discussion

2007 ◽  
Vol 4 (6) ◽  
Author(s):  
Valeri R. Helterbran
Keyword(s):  
Teacher Education ◽  
Critical Thinking ◽  
Education Program ◽  
Student Voice ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Thinking Skills ◽  
Democratic Society ◽  
Initial Experience ◽  
College Level

Being able to think and speak effectively and thoughtfully is a valuable commodity to function successfully with civility in a democratic society and must be practiced. A form of discussion called Socratic seminaring, enhances teaching and learning at the college level in this regard by encouraging the development of thinking skills and student voice. In this article, readers are offered an opportunity to view the author’s initial experience with this form of discussion at the college level within a teacher education program from theoretical and practical lenses.

Infusing Technology into a Physical Education Teacher Education Program

2012 ◽  
pp. 422-436
Author(s):  
Joanne Leight ◽  
Randall Nichols
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Education Program ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Physical Education Teacher Education ◽  
Use Of Technology ◽  
Teacher Productivity

Technology is changing the way Physical Education is taught. From heart rate monitors and pedometers to podcasting, exergaming, and desktop applications, tomorrow’s teachers need to know how to infuse technology into their teaching. The use of technology in Physical Education can increase both student learning and teacher productivity. Courses in a comprehensive PETE (Physical Education Teacher Education) program can be divided into the following categories: Fitness related courses, Activity courses, Assessment courses, and Methods courses (including field experiences and student teaching). A strong PETE program will infuse technology into the course work in all four categories, in addition to a stand-alone technology course that introduces the various forms of technology that will be used in their future Physical Education classroom. This chapter will describe how to prepare future physical educators to utilize the myriad of technological options available in the field.

scholarly journals TEACHING PRACTICUM OF AN ENGLISH TEACHER EDUCATION PROGRAM IN VIETNAM: FROM EXPECTATIONS TO REALITY

2018 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Kim Anh Thi Vo ◽  
Vincent Pang ◽  
Kean Wah Lee
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Peer Mentoring ◽  
Teacher Education Program ◽  
Public University ◽  
English Teacher ◽  
Structured Interviews ◽  
Teaching Practicum ◽  
The University

Teaching practicum is very essential in the process of learning how to teach, so it should be paid great attention by not only teacher education program designers but also implementators. The paper reports a study on the efficiency of teaching practicum which has been conducted at Public University (pseudonym) in Vietnam. The research employed qualitative approach, and semi-structured interviews were used as the instrument for the data collection. Findings reveal that the implementation of the teaching practicum did not provide student teachers with sufficient chances to develop their teaching skill efficiently. Inappropriate method of implementing the teaching practicum, loose cooperation between the university and high schools, and insufficient support are major issues that caused the teaching practicum to be ineffective. Peer mentoring and a more suitable method of implementing the internship are recommended solutions to improve the effectiveness of the teaching practicum in the English Teacher Education Program at Public University in particular and other English teacher education programs in Vietnam in general.Keywords: Educational program, peer mentoring, teacher education, teaching practicum, teaching skills, VietnamCite as: Vo, T.K.A., Pang, V., & Kean Wah, L. (2018). Teaching practicum of an English teacher education program in Vietnam: From expectations to reality. Journal of NusantaraStudies, 3(2), 32-40. http://dx.doi.org/10.24200/jonus.vol3iss2pp32-40

Role of Feedback for Bridging Theory- Practice Gap in Teaching Practicum

2020 ◽  
Vol 11 (1) ◽  
pp. 159-159
Author(s):  
Faiza Masood ◽  
Dr. Malik Ghulam Behlol
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Theory And Practice ◽  
Teaching Practicum ◽  
Practice Gap ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

Incorporating theory into practice is not a simple rather dialectical and complex process of observing, scaffolding, reflecting, and coordinating prospective teachers. It has been observed that interaction in the form of academic feedback between CTs and PTs is missing in the teaching practicum. The present study aims to investigate the perceptions and practices of PTs and CTs about Feedback in teaching practicum to bridge the gap between theory and practice in the Pre-service Teacher Education Program. It is an exploratory investigation applying survey method and semi-structured interview to collect data from PTs and CTs to answer the investigation inquiries about the role of Feedback practices in bridging the theory-practice gap. Purposive and Criterion sampling techniques were applied to select the participants of the study. Findings reveal that the CTs are working as mentors without any professional training and recognition in their department and universities for their contributions in teaching practicum. They are lacking to perform their role effectively in providing written and oral Feedback to PTs for their professional development. School Practicum is suggested to be regular, well organized, and structured instead of a command-based component of the Pre-service Teacher Education Program. Keywords: Feedback, Teaching practicum, Cooperative teacher, Prospective Teacher

scholarly journals Sustainability of an Urban Teacher Education Program

2019 ◽  
Vol 3 (3) ◽  
pp. 21
Author(s):  
Laura Atkinson ◽  
Sarup R. Mathur ◽  
Stanley H. Zucker
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Education Program ◽  
Teacher Candidates ◽  
Liberal Arts ◽  
Teacher Education Program ◽  
The United States ◽  
Urban Teacher Education ◽  
Urban Teacher ◽  
The Impact

Most of the teacher preparation programs in the United States adhere to a traditional curriculum that includes courses in foundations, liberal arts, methods, and student teaching. Too often these programs fail to provide opportunities for culturally responsive teaching where teacher candidates are encouraged to explore the role of culture in developing identity, providing space for learning, and building communities. A one-year Urban Teacher Education Program (UTEP) was created that focused on preparing teachers to work with disadvantaged, underprivileged, and marginalized children in urban schools. Teacher candidates received spaces to question their own thinking and reflect about issues related to (1) identity, (2) culture, (3) learning, and (4) assessment during this program. Four years after program completion, five participants from UTEP were selected for this study. The study used a mixed method approach to measure maintenance in transformation in their thinking. The results showed sustainability of the impact of the program four years later.

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