scholarly journals Using Blogs to Foster Inquiry, Collaboration, and Feedback in Pre-Service Teacher Education

2009 ◽  
pp. 303-318 ◽  
Author(s):  
Carol R. Rinke ◽  
Divonna M. Stebick ◽  
Lauren Schaefer ◽  
M. Evan Gaffney
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Critical Case ◽  
Teacher Education Program ◽  
Face To Face ◽  
Pre Service Teacher Education ◽  
Critical Case Study ◽  
Pre Service Teacher

This chapter presents a critical case study on the use of information technology in a pre-service teacher education program. The authors integrated Weblogs (blogs) into two constructivist-oriented teacher preparation courses with the goal of helping students learn to think like a teacher through enhanced inquiry, collaboration, and feedback. The authors found that, through the use of blogs, pre-service teaching candidates grew in their abilities to reflect on their own teaching and to provide constructive comments to peers. The authors’ experience also indicated that while instructor and peer feedback via blogs was valuable, it functioned best when paired with face-to-face meetings between the instructors and students. They discussed design principles for combining online and face-to-face environments and offer possibilities for the expanded use of blogs in pre-service teacher education.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 271-291
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

Case Study of a Hybrid Undergraduate Elementary Certification Program

2015 ◽  
pp. 1040-1059
Author(s):  
Carmen Popa ◽  
Simona Laurian ◽  
Laura Bochis ◽  
Carlton J. Fitzgerald ◽  
Delia Birle ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Research Team ◽  
Teacher Education Program ◽  
Program Leadership ◽  
Pre Service Teacher Education ◽  
Hybrid Program ◽  
The University ◽  
Pre Service Teacher

The goal of this study was to assist instructors and leadership of a hybrid weekend pre-service teacher education program at the University of Oradea to improve their effectiveness with students. Specifically, this study sought to gather and analyze data from three program constituents: students, instructors, and program leadership. The preschool and primary weekend education program at the University of Oradea was developed to be suitable for students who for various reasons cannot attend the traditional day classes. In 2011, the weekend program was changed into a hybrid program in an effort to more directly meet the needs of the student population. In order to more effectively meet the needs of the students, it became obvious that the pedagogy and structure of the program needed refinement. The data gathered in this study allowed the research team to develop recommendations for program, pedagogical, and textbook improvements.

scholarly journals Humanistic Education in a Unique Pre-Service Teacher Education Program for Ethiopian Immigrants

2015 ◽  
Vol 3 (7) ◽  
pp. 115-125
Author(s):  
Eti Gilad ◽  
Shosh Millet
Keyword(s):  
Teacher Education ◽  
Minority Groups ◽  
Teacher Education Program ◽  
Education Programme ◽  
Humanistic Education ◽  
Ethiopian Immigrants ◽  
Education College ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The unique pre-service teacher education programme for Ethiopian immigrants, operated at a Teacher Education College, encompasses two main approaches to value-oriented education, the pluralistic and particularistic approaches. The programme constitutes a challenging ladder which can reduce the educational, social, cultural, instructional and professional gap of Ethiopians in Israel. This paper presents the humanistic theory perception and displays its characteristics in the unique programme. In order to demonstrate the humanistic education principles in the unique programme, the interviews and documents which accompanied the programme were content analysed. Findings of the case study highlight the applicable and practical components of the humanistic education principle, thus enabling operation of the programme and the success thereof. The insights obtained from the study can facilitate development of unique pre-service teacher education programmes for minority groups that experience difficulties and a gap vis-a-vis mainstream groups.

scholarly journals INVESTIGATING THE ACCEPTANCE OF MOBILE E-PORTFOLIO AS AN E-LEARNING TOOL BY PRE-SERVICE TEACHER EDUCATION PROGRAM STUDENTS

2020 ◽  
Vol 1 (11(80)) ◽  
pp. 8-14
Author(s):  
K. Urazbaev
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Linear Regression Analysis ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

The aim of the research was to conduct quantitative analysis of mobile e-portfolio acceptance by pre-service teacher education program students. Technology Acceptance Model developed by Davis was used in the study to identify the influence of perceived ease of use, perceived usefulness, attitude towards the use of e-portfolio on the intention to use it. 136 respondents from three different higher education institutions took part in the survey. The data obtained in the survey was analyzed by applying linear regression analysis. Findings of the research suggest that perceived ease of use, perceived usefulness and attitude to the use of e-portfolio have a significant impact on students’ intention to use the e-portfolio. Among them, attitude towards the use of e-portfolio was the most significant factor that influences the intention to use mobile e-portfolio. 

scholarly journals Using Mead's Theory of Emergence as a Framework for Sociological Inquiry into Pre-Service Teacher Education

2009 ◽  
Vol 14 (5) ◽  
pp. 14-26 ◽  
Author(s):  
Jeanne Allen ◽  
Mark Sinclair ◽  
Richard Smith
Keyword(s):  
Teacher Education ◽  
Teacher Education Program ◽  
Beginning Teacher ◽  
Theory And Practice ◽  
Role Taking ◽  
Sociological Inquiry ◽  
Focus Group Data ◽  
Pre Service Teacher Education ◽  
Theory Practice Gap ◽  
Pre Service Teacher

In this paper we take up Chang's (2004) challenge to apply Mead's theory of emergence in sociological inquiry. Largely overlooked by scholars, this theory is shown to prove explanatory in one field where limited solutions have been found to date. Specifically, the theory sheds light on how the theory-practice gap is created and sustained in pre-service teacher education. The argument is that under current institutional arrangements the trainee/beginning teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two ‘fields of interaction’ (Mead, 1934: 249) of their training program, namely, the on-campus pre-service program and the school. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian pre-service teacher education program. We conclude that the Meadian mechanisms of role taking and self-regulated behaviour within the two environmental fields of interaction inhibit the trainee/beginning teacher from exercising the power of agency to implement theory learned at university in practice in the classroom. In this sense Mead's theory of emergence predicts the obduracy of the gap between theory and practice in teacher education.

scholarly journals Teacher education

2005 ◽  
Vol 38 (1) ◽  
pp. 40-41
Keyword(s):  
New York ◽  
Teacher Education ◽  
Foreign Language ◽  
Language Teachers ◽  
Theory And Practice ◽  
Methods Course ◽  
Foreign Language Teachers ◽  
Pre Service Teacher Education ◽  
Pre Service Teacher

05–88Haley, Marjorie Hall (George Mason U, USA). Implications of using case study instruction in a foreign/second language methods course. Foreign Language Annals (New York, USA) 37.2 (2004), 290–300.05–89Lozano, Albert S. (California State U, USA), Padilla, Amado M., Sung, Hyekyung & Silva Duarte M. A statewide professional program for California foreign language teachers. Foreign Language Annals (New York, USA) 37.2 (2004), 301–309.05–90Rilling, Sarah, Dahlman, Anne, Dodson, Sarah, Boyles, Claire & Pavant, Özlem (Kent State U, USA). Connecting CALL theory and practice in pre-service teacher education and beyond: processes and products. CALICO Journal (TX, USA) 22.2 (2005), 213–235.

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